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					  Linking The Real
Times, Real Life Game
    to Standards
 National Institute for
  Literacy Academic
  Standards
 National Career
  Development Guidelines
 American School Counselor
  Association Standards
 Employability Skills--
  SCANS
 Reference
  Project completed for the California Career Resource
                        Network

                         2003


For more information, contact:
Charlsey Cartwright
Executive Director
California Career Resource Network
P.O. Box 1138
Sacramento, CA 95812-1138
916-323-6544
916-322-0842 Fax
ccartwright_calcrn@cwo.com


Author:
Ethel S. Keeley
Keeley Consulting Inc.
7710 Greenbrier Circle
Port St. Lucie, FL 34986-3301
(772) 461-4164
ethelskeeley@earthlink.net
                                                                     The Real Times, Real Life Game


  Equipped for the




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 8. The End of the Beginning
  Future Content



                                     I, I. The Changing Work World




                                                                                                                                                                                  II, 1. The Modern Work World
                                                                      I, 2. Work World…1900-1930

                                                                                                   I, 3. Work World…1930-1950

                                                                                                                                I, 4. Work World…1950-2000




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                III, 6. Knowing My Resources
                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 4. Knowing My Priorities




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 7. Life/Work Action Plan
                                                                                                                                                                                                                                                                                                                II, 6. New Work! New Jobs!



                                                                                                                                                                                                                                                                                                                                                                         III, 2. Knowing My Interests
  Standards for adult




                                                                                                                                                                                                                                       II, 3. Fair Play-Fair Pay…




                                                                                                                                                                                                                                                                                                                                                                                                        III, 3. My Learning Styles



                                                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 5. Knowing My Goals
                                                                                                                                                                                                                                                                                                                                             III, 1. Knowing My Skills
  Literacy and Lifelong




                                                                                                                                                                                                                                                                                         II, 5. The Pink Slip
                                                                                                                                                                                                                 II, 2. Leisure Time
                                                                                                                                                             I, 5. Taking Stock




                                                                                                                                                                                                                                                                    II, 4. Job Aspects
  Learning from the
  National Institute for
  Literacy
  Communication Skills
  Reading with Understanding                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  Convey Ideas in Writing                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
  Speak So Others Can Understand                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
  Listen Actively                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
  Observe Critically                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

  Decision-Making Skills
  Use Math to Solve Problems                                                                                                                                                                                                      
           and Communicate
  Solve Problems and Make                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
           Decisions
  Plan                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           



From: California Career Resource Network
Website: www.californiacareers.info
(916) 323-6544
                                                                     The Real Times, Real Life Game


  Equipped for the
  Future Content




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 8. The End of the Beginning
                                     I, I. The Changing Work World




                                                                                                                                                                                  II, 1. The Modern Work World
                                                                      I, 2. Work World…1900-1930

                                                                                                   I, 3. Work World…1930-1950

                                                                                                                                I, 4. Work World…1950-2000




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                III, 6. Knowing My Resources
                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 4. Knowing My Priorities




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 7. Life/Work Action Plan
                                                                                                                                                                                                                                                                                                                II, 6. New Work! New Jobs!



                                                                                                                                                                                                                                                                                                                                                                         III, 2. Knowing My Interests
  Standards for adult




                                                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 5. Knowing My Goals
                                                                                                                                                                                                                                                                                                                                                                                                        III, 3. My Learning Styles
                                                                                                                                                                                                                                                                                                                                             III, 1. Knowing My Skills
                                                                                                                                                                                                                                       II, 3. Fair Play-Fair Pay?
  Literacy and Lifelong




                                                                                                                                                                                                                                                                                         II, 5. The Pink Slip
                                                                                                                                                                                                                 II, 2. Leisure Time
  Learning from the




                                                                                                                                                             I, 5. Taking Stock




                                                                                                                                                                                                                                                                    II, 4. Job Aspects
  National Institute for
  Literacy

  Interpersonal Skills
  Cooperate with Others                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
  Advocate and Influence                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
  Resolve Conflict and Negotiate                                                                                                                                                                                                                                                                          
  Guide Others                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            

  Lifelong Learning Skills
  Take Responsibility for Learning                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
  Reflect and Evaluate                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
  Learn Through Research                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
  Use Information and                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
       Communications Technology



From: California Career Resource Network
Website: www.californiacareers.info
(916) 323-6544
                                                                     The Real Times, Real Life Game




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 8. The End of the Beginning
                                     I, I. The Changing Work World




                                                                                                                                                                                  II, 1. The Modern Work World
                                                                      I, 2. Work World…1900-1930

                                                                                                   I, 3. Work World…1930-1950

                                                                                                                                I, 4. Work World…1950-2000




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                III, 6. Knowing My Resources
  National Career




                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 4. Knowing My Priorities




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 7. Life/Work Action Plan
                                                                                                                                                                                                                                                                                                                II, 6. New Work! New Jobs!



                                                                                                                                                                                                                                                                                                                                                                         III, 2. Knowing My Interests




                                                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 5. Knowing My Goals
                                                                                                                                                                                                                                                                                                                                                                                                        III, 3. My Learning Styles
                                                                                                                                                                                                                                                                                                                                             III, 1. Knowing My Skills
  Development




                                                                                                                                                                                                                                       II, 3. Fair Play-Fair Pay?
  Guidelines




                                                                                                                                                                                                                                                                                         II, 5. The Pink Slip
                                                                                                                                                                                                                 II, 2. Leisure Time
                                                                                                                                                             I, 5. Taking Stock




                                                                                                                                                                                                                                                                    II, 4. Job Aspects
  Adult

  Self-Knowledge
  I. Self Concept                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
  II. Effective Behaviors                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  III. Changes & Transition                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
  Educational and Occupational
            Exploration
  IV. Education & Training                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
  V. Work & Lifelong Learning                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
  VI. Career information                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
  VII. Skills for Jobs                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
  VIII. Society & Work                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
  Career Planning
  IX. Decisions                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
  X. Impact of Work                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
  XI. Male/female Roles                                                                                                                                                                                                            
  XII. Career Transitions                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            


From: California Career Resource Network
Website: www.californiacareers.info
(916) 323-6544
                                                                     The Real Times, Real Life Game




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 8. The End of the Beginning
                                     I, I. The Changing Work World




                                                                                                                                                                                  II, 1. The Modern Work World
                                                                      I, 2. Work World…1900-1930

                                                                                                   I, 3. Work World…1930-1950

                                                                                                                                I, 4. Work World…1950-2000




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                III, 6. Knowing My Resources
                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 4. Knowing My Priorities




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               III, 7. Life/Work Action Plan
                                                                                                                                                                                                                                                                                                                II, 6. New Work! New Jobs!



                                                                                                                                                                                                                                                                                                                                                                         III, 2. Knowing My Interests
  American School




                                                                                                                                                                                                                                                                                                                                                                                                                                                                     III, 5. Knowing My Goals
                                                                                                                                                                                                                                                                                                                                                                                                        III, 3. My Learning Styles
                                                                                                                                                                                                                                                                                                                                             III, 1. Knowing My Skills
                                                                                                                                                                                                                                       II, 3. Fair Play-Fair Pay?
  Counselor




                                                                                                                                                                                                                                                                                         II, 5. The Pink Slip
                                                                                                                                                                                                                 II, 2. Leisure Time
                                                                                                                                                             I, 5. Taking Stock
  Association




                                                                                                                                                                                                                                                                    II, 4. Job Aspects
  Standards


  Academic Development
  A. Learning in school and life                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
  B. Preparing for post-secondary                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  C. Relationship of academics                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
  Career Development
  A. World of work                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
  B. Future career success                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  C. Personal qualities and work                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             
  Personal/Social Development
  A. Respect of self and others                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
  B. Decisions and goals                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
  C. Safety and survival skills                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   




From: California Career Resource Network
Website: www.californiacareers.info
(916) 323-6544
                                              Systems




(916) 323-6544
                                              Resources
                                              Basic Skills




                                              Information

                                              Technology
                                              Interpersonal
                                              Thinking Skills

                                           Five Competencies
                                              Personal Qualities
                                                                                                                 SCANS




                                           Three-Part Foundation
                                                                               Achieving Necessary Skills)
                                                                               (Secretary’s Commission on
                                                                                                             Employability Skills




Website: www.californiacareers.info
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                                                                   I, I. The Changing Work World




From: California Career Resource Network
                                             
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                                                                   I, 2. Work World…1900-1930




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                                                                   I, 3. Work World…1930-1950




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                                                                   I, 4. Work World…1950-2000




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                                                                   I, 5. Taking Stock




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                                                                   II, 1. The Modern Work World



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                                                                   II, 2. Leisure Time
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                                                                   II, 3. Fair Play-Fair Pay?
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                                                                   II, 4. Job Aspects
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                                                                   II, 5. The Pink Slip
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                                                                   II, 6. New Work! New Jobs!
                                                                                                                                    The Real Times, Real Life Game




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                                                                   III, 1. Knowing My Skills
                                               
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                                                                   III, 2. Knowing My Interests
                                               
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                                                                   III, 3. My Learning Styles
                                               
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                                                                   III, 4. Knowing My Priorities
                                             
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                                                                   III, 5. Knowing My Goals
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                                                                   III, 6. Knowing My Resources
                                             
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                                                                   III, 7. Life/Work Action Plan
                                             
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                                                                   III, 8. The End of the Beginning
From: California Career Resource Network
Website: www.californiacareers.info
(916) 323-6544
                                   Real Times, Real Life



 Unit One: A Journey Through the Twentieth-Century World of Work

 Session One: The Changing Work World

 Summary: Participants are introduced to the Real Times, Real Life program.
 Participants begin their group exploration of the changing work world. This will create a
 positive group dynamic that will build throughout the program.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.
 Observe Critically
     Attend to visual sources of information, including television and other media;
     Determine the purpose for observation and use strategies appropriate to the
        purpose;
     Monitor comprehension and adjust strategies;
     Analyze the accuracy, bias, and usefulness of the information; and
     Integrate it with prior knowledge to address viewing purpose.




Unit I, Session 1                                                                       9
 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;


 Lifelong Learning Skills:
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions

 Educational and Occupational Exploration:
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life
       Competency XII: Skills to make career transitions




Unit I, Session 1                                                                        10
              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




Unit I, Session 1                                                                       11
                      EMPLOYABILITY SKILLS

                                     SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Self-Esteem
        Sociability

 FIVE COMPETENCIES
 Information:
       Acquires and Evaluates Information
 Systems:
       Understands Systems




Unit I, Session 1                                                  12
                                  Real Times, Real Life



 Unit One: A Journey Though the Twentieth-Century World of Work

 Session Two: The Changing Work World…1900-1930

 Summary: Participants explore the changing world of work and its driving forces by
 taking a simulated journey through the first part of the twentieth-century—1900-1930.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.




Unit I, Session 2                                                                       13
 Observe Critically
    Attend to visual sources of information, including television and other media;
    Determine the purpose for observation and use strategies appropriate to the
       purpose;
    Monitor comprehension and adjust strategies;
    Analyze the accuracy, bias, and usefulness of the information; and
    Integrate it with prior knowledge to address viewing purpose.


 Decision-Making Skills:
 Use Math to Solve Problems and Communicate
     Understand, interpret, and work with pictures, numbers, and symbolic
        information;
     Apply knowledge of mathematical concepts and procedures to figure out how to
        answer a question, solve a problem, make a prediction, or carry out a task that has
        a mathematical dimension;
     Define and select data to be used in solving the problem;
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
     Offer clear input on own interests and attitudes so others can understand one’s
        actions and reactions; and
     Try to adjust one’s actions to take into account the needs of others and/or the task
        to be accomplished.



Unit I, Session 2                                                                      14
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;
     Gather facts and supporting information to build a case that takes into account the
       interests and attitudes of others;
     Present a clear case, using a strategy that takes into account purpose and
       audiences; and
     Revise, as necessary, in response to feedback.
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;
     Engage parties in trying to reach agreement on a course of action that can satisfy
       the needs and interests of all; and
     Evaluate results of efforts, and revise approach as necessary.
 Guide Others
     Assess the needs of others and one’s own ability to assist;
     Use strategies for providing guidance that take into account the goals, task,
       context, and learning styles of others;


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions




Unit I, Session 2                                                                     15
 Educational and Occupational Exploration:
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life
       Competency XI: Understanding the continuing changes in male/female roles
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals




Unit I, Session 2                                                                       16
 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                       EMPLOYABILITY SKILLS

                                       SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit I, Session 2                                                                      17
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Decision Making
        Problem Solving
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability

 FIVE COMPETENCIES
 Resources:
        Time
        Material and Facilities
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Exercises Leadership
        Works With Diversity

 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information
       Interprets and Communicates Information
 Systems:
       Understands Systems




Unit I, Session 2                                18
                                  Real Times, Real Life



 Unit One: A Journey Through the Twentieth-Century World of Work

 Session Three: The Changing Work World…1930-1950

 Summary: Participants continue their simulated journey through the changing world of
 work and further explore the driving forces behind the changes—1930-1950.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.




Unit I, Session 3                                                                       19
 Observe Critically
    Attend to visual sources of information, including television and other media;
    Determine the purpose for observation and use strategies appropriate to the
       purpose;
    Monitor comprehension and adjust strategies;
    Analyze the accuracy, bias, and usefulness of the information; and
    Integrate it with prior knowledge to address viewing purpose.


 Decision-Making Skills:
 Use Math to Solve Problems and Communicate
     Understand, interpret, and work with pictures, numbers, and symbolic
        information;
     Apply knowledge of mathematical concepts and procedures to figure out how to
        answer a question, solve a problem, make a prediction, or carry out a task that has
        a mathematical dimension;
     Define and select data to be used in solving the problem;
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
     Offer clear input on own interests and attitudes so others can understand one’s
        actions and reactions; and
     Try to adjust one’s actions to take into account the needs of others and/or the task
        to be accomplished.



Unit I, Session 3                                                                      20
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;
     Gather facts and supporting information to build a case that takes into account the
       interests and attitudes of others;
     Present a clear case, using a strategy that takes into account purpose and
       audiences; and
     Revise, as necessary, in response to feedback.
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;
     Engage parties in trying to reach agreement on a course of action that can satisfy
       the needs and interests of all; and
     Evaluate results of efforts, and revise approach as necessary.
 Guide Others
     Assess the needs of others and one’s own ability to assist;
     Use strategies for providing guidance that take into account the goals, task,
       context, and learning styles of others;


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions




Unit I, Session 3                                                                     21
 Educational and Occupational Exploration:
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life
       Competency XI: Understanding the continuing changes in male/female roles
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals




Unit I, Session 3                                                                       22
 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                       EMPLOYABILITY SKILLS

                                       SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit I, Session 3                                                                      23
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Decision Making
        Problem Solving
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability

 FIVE COMPETENCIES
 Resources:
        Time
        Material and Facilities
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Exercises Leadership
        Works With Diversity

 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information
       Interprets and Communicates Information
 Systems:
       Understands Systems




Unit I, Session 3                                24
                                  Real Times, Real Life



 Unit One: A Journey Through the Twentieth-Century World of Work

 Session Four: The Changing Work World…1950-2000

 Summary: Participants complete their exploration of the twentieth-century work world
 by continuing their simulated journey through the years 1950-2000 and coming face-to-
 face with many of the key forces affecting our contemporary job market and economy.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.



Unit I, Session 4                                                                       25
 Observe Critically
    Attend to visual sources of information, including television and other media;
    Determine the purpose for observation and use strategies appropriate to the
       purpose;
    Monitor comprehension and adjust strategies;
    Analyze the accuracy, bias, and usefulness of the information; and
    Integrate it with prior knowledge to address viewing purpose.


 Decision-Making Skills:
 Use Math to Solve Problems and Communicate
     Understand, interpret, and work with pictures, numbers, and symbolic
        information;
     Apply knowledge of mathematical concepts and procedures to figure out how to
        answer a question, solve a problem, make a prediction, or carry out a task that has
        a mathematical dimension;
     Define and select data to be used in solving the problem;
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
     Offer clear input on own interests and attitudes so others can understand one’s
        actions and reactions; and
     Try to adjust one’s actions to take into account the needs of others and/or the task
        to be accomplished.



Unit I, Session 4                                                                      26
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;
     Gather facts and supporting information to build a case that takes into account the
       interests and attitudes of others;
     Present a clear case, using a strategy that takes into account purpose and
       audiences; and
     Revise, as necessary, in response to feedback.
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;
     Engage parties in trying to reach agreement on a course of action that can satisfy
       the needs and interests of all; and
     Evaluate results of efforts, and revise approach as necessary.
 Guide Others
     Assess the needs of others and one’s own ability to assist;
     Use strategies for providing guidance that take into account the goals, task,
       context, and learning styles of others;


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions




Unit I, Session 4                                                                     27
 Educational and Occupational Exploration:
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life
       Competency XI: Understanding the continuing changes in male/female roles
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards


 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals




Unit I, Session 4                                                                       28
 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                       EMPLOYABILITY SKILLS

                                       SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit I, Session 4                                                                      29
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Decision Making
        Problem Solving
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability

 FIVE COMPETENCIES
 Resources:
        Time
        Material and Facilities
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Exercises Leadership
        Works With Diversity

 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information
       Interprets and Communicates Information
 Systems:
       Understands Systems




Unit I, Session 4                                30
                                   Real Times, Real Life



 Unit One: A Journey Through the Twentieth-Century World of Work

 Session Five: Taking Stock

 Summary: Participants review and analyze their characters’ journey through the
 twentieth-century work world. Participants complete an exercise which asks them what
 is the one thing their characters would add to their lives if they could. Participants
 explore key socio-historical factors from 1965-2000 and the effects they might have had
 on their characters’ lives.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;




Unit I, Session 5                                                                       31
 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
     Offer clear input on own interests and attitudes so others can understand one’s
        actions and reactions; and
     Try to adjust one’s actions to take into account the needs of others and/or the task
        to be accomplished.
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;
     Engage parties in trying to reach agreement on a course of action that can satisfy
        the needs and interests of all; and
     Evaluate results of efforts, and revise approach as necessary.


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




Unit I, Session 5                                                                      32
             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions

 Educational and Occupational Exploration:
       Competency V: Skills to participate in work and lifelong learning
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life
       Competency XI: Understanding the continuing changes in male/female roles
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards




Unit I, Session 5                                                                33
 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
        Develop career awareness
        Develop employment readiness


 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                        EMPLOYABILITY SKILLS

                                        SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit I, Session 5                                                                       34
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Decision Making
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability




 FIVE COMPETENCIES
 Resources:
        Time
        Material and Facilities
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Exercises Leadership
        Works With Diversity
 Information:
        Acquires and Evaluates Information
        Organizes and Maintains Information
        Interprets and Communicates Information
 Systems:
        Understands Systems




Unit I, Session 5                                 35
                                    Real Times, Real Life



 Unit Two: Exploring Modern Times

 Session One: The Modern Work World

 Summary: Participants are introduced to the individual jobs they will assume and
 explore during Unit Two. They also explore the relationship between income and
 lifestyle and between choices and necessities in their assigned job roles, as determined by
 their monthly income. They balance their budgets and experience good and bad effects
 of their financial decisions.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.




Unit II, Session 2                                                                      36
 Decision-Making Skills:
 Use Math to Solve Problems and Communicate
     Understand, interpret, and work with pictures, numbers, and symbolic
        information;
     Apply knowledge of mathematical concepts and procedures to figure out how to
        answer a question, solve a problem, make a prediction, or carry out a task that has
        a mathematical dimension;
     Define and select data to be used in solving the problem;
     Determine the degree of precision required by the situation;
     Solve problem using appropriate quantitative procedures, and verify that the
        results are reasonable; and
     Communicate results using a variety of mathematical representations, including
        graphs, charts, tables, and algebraic models.
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;




Unit II, Session 2                                                                       37
 Lifelong Learning Skills:
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life




              American School Counselor Association
                           Standards




Unit II, Session 2                                                                    38
 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
         Achieve school success




 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
        Improve learning
        Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
        Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




Unit II, Session 2                                                                      39
                     EMPLOYABILITY SKILLS

                                SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit II, Session 2                                                 40
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Arithmetic/Mathematics
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Decision Making
        Problem Solving
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability
        Self-Management
        Integrity/Honesty

 FIVE COMPETENCIES
 Resources:
        Time
        Money
        Material and Facilities
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Negotiates
        Works With Diversity
 Information:
        Acquires and Evaluates Information
        Organizes and Maintains Information
        Interprets and Communicates Information
 Systems:
        Understands Systems




Unit II, Session 2                                41
                                  Real Times, Real Life



 Unit Two: Exploring Modern Times

 Session Three: Fair Play—Fair Pay…or Is It?

 Summary: Participants complete written and/or discussion exercises that explore
 attitudes and preconceptions about gender stereotypes.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.
 Observe Critically
     Attend to visual sources of information, including television and other media;
     Determine the purpose for observation and use strategies appropriate to the
        purpose;
     Monitor comprehension and adjust strategies;


Unit II, Session 3                                                                      42
        Analyze the accuracy, bias, and usefulness of the information; and
        Integrate it with prior knowledge to address viewing purpose.


 Decision-Making Skills:
 Use Math to Solve Problems and Communicate
     Understand, interpret, and work with pictures, numbers, and symbolic
        information;
     Apply knowledge of mathematical concepts and procedures to figure out how to
        answer a question, solve a problem, make a prediction, or carry out a task that has
        a mathematical dimension;
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
     Offer clear input on own interests and attitudes so others can understand one’s
        actions and reactions; and
     Try to adjust one’s actions to take into account the needs of others and/or the task
        to be accomplished.
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;
     Gather facts and supporting information to build a case that takes into account the
        interests and attitudes of others;
     Present a clear case, using a strategy that takes into account purpose and
        audiences; and
     Revise, as necessary, in response to feedback.
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;
     Engage parties in trying to reach agreement on a course of action that can satisfy
        the needs and interests of all; and
     Evaluate results of efforts, and revise approach as necessary.




Unit II, Session 3                                                                     43
 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency XI: Understanding the continuing changes in male/female roles




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept




Unit II, Session 3                                                                     44
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
        Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                        EMPLOYABILITY SKILLS

                                        SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit II, Session 3                                                                      45
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
        Speaking
 Thinking Skills:
        Seeing Things in the Mind’s Eye
        Reasoning

 Personal Qualities:
       Self-Esteem
       Sociability
       Integrity/Honesty

 FIVE COMPETENCIES
 Resources:
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Works With Diversity
 Information:
        Acquires and Evaluates Information
        Organizes and Maintains Information
        Interprets and Communicates Information
 Systems:
        Understands Systems




Unit II, Session 3                                46
                                  Real Times, Real Life



 Unit Two: Exploring Modern Times

 Session Four: Job Aspects

 Summary: Participants complete exercises and make comparisons that help them
 determine what they like and don’t like about their jobs.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.


 Decision-Making Skills:
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;




Unit II, Session 4                                                                      47
 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency VI: Skills to locate, evaluate, and interpret career information

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life




Unit II, Session 4                                                                       48
              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
        Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
        Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




Unit II, Session 4                                                                      49
                      EMPLOYABILITY SKILLS

                                     SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
 Thinking Skills:
        Decision Making
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Self-Esteem

 FIVE COMPETENCIES
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information




Unit II, Session 4                                                 50
                                   Real Times, Real Life



 Unit Two: Exploring Modern Times

 Session Five: The Pink Slip

 Summary: Participants lose their jobs. They explore the reasons for their job loss and
 their options for dealing with it.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
     Pay attention to conventions of oral English communication, including grammar,
        word choice, register, pace, and gesture in order to minimize barriers to listener
        comprehension; and
     Use multiple strategies to monitor the effectiveness of the communication.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.



Unit II, Session 5                                                                     51
 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.



 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;
     Engage parties in trying to reach agreement on a course of action that can satisfy
        the needs and interests of all; and
     Evaluate results of efforts, and revise approach as necessary.


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




Unit II, Session 5                                                                    52
             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
        Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information




Unit II, Session 5                                                                      53
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
        Acquire knowledge to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                       EMPLOYABILITY SKILLS

                                       SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit II, Session 5                                                                     54
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Arithmetic/Mathematics
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Self-Esteem

 FIVE COMPETENCIES
 Resources:
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Works With Diversity


 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information
       Interprets and Communicates Information
 Systems:
       Understands Systems




Unit II, Session 5                               55
                                   Real Times, Real Life



 Unit Two: Exploring Modern Times

 Session Six: New Work! New Jobs!

 Summary: Participants explore the changing world of work and acquire new jobs.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
     Pay attention to conventions of English language usage, including grammar,
        spelling, and sentence structure, to minimize barriers to reader's comprehension;
        and
     Seek feedback and revise to enhance the effectiveness of the communication.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.




Unit II, Session 6                                                                     56
 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
 Resolve Conflict and Negotiate
     Acknowledge that there is a conflict;
     Identify areas of agreement and disagreement;
     Generate options for resolving conflict that have a “win/win” potential;


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




Unit II, Session 6                                                                       57
             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs

 Career Planning:
       Competency IX: Skills to make decisions
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards




Unit II, Session 6                                                                    58
 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Acquire skills for improving learning
         Achieve school success
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information

 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
        Acquire knowledge to achieve career goals
        Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                        EMPLOYABILITY SKILLS

                                        SCANS
           (Secretary’s Commission on Achieving Necessary Skills




Unit II, Session 6                                                                      59
 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Writing
        Listening
        Speaking
 Thinking Skills:
        Decision Making
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability
        Self-Management
        Integrity/Honesty




 FIVE COMPETENCIES
 Resources:
        Time
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Negotiates
        Works With Diversity
 Information:
        Acquires and Evaluates Information
        Organizes and Maintains Information
        Interprets and Communicates Information
 Systems:
        Understands Systems




Unit II, Session 6                                60
                                   Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session One: Knowing My Skills

 Summary: Each participant begins to build a self-portrait that consists of basic work
 skills and, sometimes, unacknowledged skills.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.


 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;



Unit III, Session 1                                                                      61
        Evaluate strengths and weaknesses of alternatives, including potential risks and
         benefits and short- and long-term consequences;
        Select alternative that is most appropriate to goal, context, and available
         resources; and
        Establish criteria for evaluating effectiveness of solution or decision.
 Plan
        Set and prioritize goals;
        Develop an organized approach of activities and objectives;
        Actively carry out the plan;
        Monitor the plan’s progress while considering any need to adjust the plan; and
        Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;


 Lifelong Learning Skills:
 Take Responsibility for Learning
     Establish learning goals that are based on an understanding of one’s own current
        and future learning needs;
     Identify own strengths and weaknesses as a learner, and seek out opportunities
        for learning that help build self-concept as a learner;
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs


Unit III, Session 1                                                                       62
 Career Planning:
       Competency IX: Skills to make decisions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications




Unit III, Session 1                                                                     63
                      EMPLOYABILITY SKILLS

                                     SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
 Thinking Skills:
        Decision Making
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Responsibility
        Self-Esteem
        Self-Management
        Integrity/Honesty

 FIVE COMPETENCIES
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information




Unit III, Session 1                                                64
                                   Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Two: Knowing My Interests

 Summary: Participants explore their interests.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.


 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;


Unit III, Session 2                                                                     65
        Select alternative that is most appropriate to goal, context, and available
         resources; and
        Establish criteria for evaluating effectiveness of solution or decision.
 Plan
        Set and prioritize goals;
        Develop an organized approach of activities and objectives;
        Actively carry out the plan;
        Monitor the plan’s progress while considering any need to adjust the plan; and
        Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;


 Lifelong Learning Skills:
 Take Responsibility for Learning
     Establish learning goals that are based on an understanding of one’s own current
        and future learning needs;
     Identify own strengths and weaknesses as a learner, and seek out opportunities
        for learning that help build self-concept as a learner;
     Become familiar with a range of learning strategies to acquire or retain
        knowledge;
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs


Unit III, Session 2                                                                       66
 Career Planning:
       Competency IX: Skills to make decisions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
       Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications




Unit III, Session 2                                                                     67
                      EMPLOYABILITY SKILLS

                                     SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
 Thinking Skills:
        Decision Making
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Responsibility
        Self-Esteem
        Self-Management
        Integrity/Honesty

 FIVE COMPETENCIES
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information




Unit III, Session 2                                                68
                                  Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Three: Knowing My Learning Styles

 Summary: Participants explore their own learning styles.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.


 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;


Unit III, Session 3                                                                     69
        Select alternative that is most appropriate to goal, context, and available
         resources; and
        Establish criteria for evaluating effectiveness of solution or decision.
 Plan
        Set and prioritize goals;
        Develop an organized approach of activities and objectives;
        Actively carry out the plan;
        Monitor the plan’s progress while considering any need to adjust the plan; and
        Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;


 Lifelong Learning Skills:
 Take Responsibility for Learning
     Establish learning goals that are based on an understanding of one’s own current
        and future learning needs;
     Identify own strengths and weaknesses as a learner, and seek out opportunities
        for learning that help build self-concept as a learner;
     Become familiar with a range of learning strategies to acquire or retain
        knowledge;
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency VI: Skills to locate, evaluate, and interpret career information


Unit III, Session 3                                                                       70
        Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs

 Career Planning:
       Competency IX: Skills to make decisions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications




Unit III, Session 3                                                                     71
                      EMPLOYABILITY SKILLS

                                     SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
 Thinking Skills:
        Decision Making
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Responsibility
        Self-Esteem
        Self-Management
        Integrity/Honesty

 FIVE COMPETENCIES
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information




Unit III, Session 3                                                72
                                    Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Four: Knowing My Priorities

 Summary: Participants will identify life/work priorities and identify their preferred
 working conditions and lifestyle choices.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.


 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and


Unit III, Session 4                                                                      73
         benefits and short- and long-term consequences;
        Select alternative that is most appropriate to goal, context, and available
         resources; and
        Establish criteria for evaluating effectiveness of solution or decision.
 Plan
        Set and prioritize goals;
        Develop an organized approach of activities and objectives;
        Actively carry out the plan;
        Monitor the plan’s progress while considering any need to adjust the plan; and
        Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;


 Lifelong Learning Skills:
 Take Responsibility for Learning
     Establish learning goals that are based on an understanding of one’s own current
        and future learning needs;
     Identify own strengths and weaknesses as a learner, and seek out opportunities
        for learning that help build self-concept as a learner;
     Become familiar with a range of learning strategies to acquire or retain
        knowledge;
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency VI: Skills to locate, evaluate, and interpret career information


Unit III, Session 4                                                                       74
        Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs

 Career Planning:
       Competency IX: Skills to make decisions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications




Unit III, Session 4                                                                     75
                      EMPLOYABILITY SKILLS

                                     SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
 Thinking Skills:
        Decision Making
        Seeing Things in the Mind’s Eye
        Reasoning
 Personal Qualities:
        Responsibility
        Self-Esteem
        Self-Management
        Integrity/Honesty

 FIVE COMPETENCIES
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information




Unit III, Session 4                                                76
                                   Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Five: Knowing My Goals

 Summary: Participants select a Life/Work goal(s).




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
     Pay attention to conventions of oral English communication, including grammar,
        word choice, register, pace, and gesture in order to minimize barriers to listener
        comprehension; and
     Use multiple strategies to monitor the effectiveness of the communication.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.




Unit III, Session 5                                                                    77
 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
     Offer clear input on own interests and attitudes so others can understand one’s
        actions and reactions; and
     Try to adjust one’s actions to take into account the needs of others and/or the task
        to be accomplished.
 Guide Others
     Assess the needs of others and one’s own ability to assist;
     Use strategies for providing guidance that take into account the goals, task,
        context, and learning styles of others;
     Arrange opportunities for learning that build on learner’s strengths; and
     Seek feedback on the usefulness and results of the assistance.


 Lifelong Learning Skills:
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.


Unit III, Session 5                                                                    78
             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs

 Career Planning:
       Competency IX: Skills to make decisions
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
         Achieve school success
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Improve learning
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences




Unit III, Session 5                                                                    79
 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
         Identify career goals
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                        EMPLOYABILITY SKILLS

                                        SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Writing
        Arithmetic/Mathematics
        Listening
        Speaking




Unit III, Session 5                                                                     80
 Thinking Skills:
       Creative Thinking
       Decision Making
       Seeing Things in the Mind’s Eye
       Knowing How to Learn
 Personal Qualities:
       Responsibility
       Self-Esteem
       Sociability
       Self-Management
       Integrity/Honesty

 FIVE COMPETENCIES
 Resources:
        Time
        Money
        Material and Facilities
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Works With Diversity
 Information:
        Acquires and Evaluates Information
        Organizes and Maintains Information
        Interprets and Communicates Information
        Uses Computers to Process Information
 Systems:
        Understands Systems




Unit III, Session 5                               81
                                   Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Six: Knowing My Resources

 Summary: Participants are introduced to career information resources.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
        listener;
     Pay attention to conventions of oral English communication, including grammar,
        word choice, register, pace, and gesture in order to minimize barriers to listener
        comprehension; and
     Use multiple strategies to monitor the effectiveness of the communication.
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.
 Observe Critically
     Attend to visual sources of information, including television and other media;
     Determine the purpose for observation and use strategies appropriate to the
        purpose;
     Monitor comprehension and adjust strategies;
     Analyze the accuracy, bias, and usefulness of the information; and
     Integrate it with prior knowledge to address viewing purpose.



Unit III, Session 6                                                                    82
 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;
     Gather facts and supporting information to build a case that takes into account the
        interests and attitudes of others;
     Present a clear case, using a strategy that takes into account purpose and
        audiences; and
     Revise, as necessary, in response to feedback.
 Guide Others
     Assess the needs of others and one’s own ability to assist;
     Use strategies for providing guidance that take into account the goals, task,
        context, and learning styles of others;
     Arrange opportunities for learning that build on learner’s strengths; and
     Seek feedback on the usefulness and results of the assistance.




Unit III, Session 6                                                                   83
 Lifelong Learning Skills:
 Take Responsibility for Learning
     Establish learning goals that are based on an understanding of one’s own current
        and future learning needs;
     Identify own strengths and weaknesses as a learner, and seek out opportunities
        for learning that help build self-concept as a learner;
     Become familiar with a range of learning strategies to acquire or retain
        knowledge;
     Identify and use strategies appropriate to goals, task, context, and the resources
        available for learning;
     Monitor progress toward goals, and modify strategies or other features of the
        learning situation as necessary to achieve goals; and
     Test out new learning in real-life applications.
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.
 Use Information and Communications Technology
      Use computers and other electronic tools to acquire, process, and manage
         information;
      Use electronic tools to learn and practice skills; and
      Use the Internet to explore topics, and gather information.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency V: Skills to participate in work and lifelong learning
       Competency VI: Skills to locate, evaluate, and interpret career information
       Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs




Unit III, Session 6                                                                   84
 Career Planning:
       Competency IX: Skills to make decisions
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
         Achieve school success
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Improve learning
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
         Identify career goals
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills



Unit III, Session 6                                                                     85
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
        Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
        Acquire personal safety skills




                       EMPLOYABILITY SKILLS

                                       SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Reading
        Listening
        Speaking
 Thinking Skills:
        Seeing Things in the Mind’s Eye
        Knowing How to Learn
        Reasoning
 Personal Qualities:
        Responsibility
        Self-Esteem

 FIVE COMPETENCIES
 Resources:
       Material and Facilities
       Human Resources
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information




Unit III, Session 6                                                                  86
                                   Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Seven: Creating My Life/Work Action Plan

 Summary: Participants, using the resource materials introduced in previous sessions,
 create their individual Life/Work Action Plans.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Reading with Understanding
     Determine the reading purpose;
     Select reading strategies appropriate to the purpose;
     Monitor comprehension and adjust reading strategies;
     Analyze the information and reflect on its underlying meaning; and
     Integrate it with prior knowledge to address reading purpose.
 Convey Ideas in Writing
     Determine the purpose for communicating;
     Organize and present information to serve the purpose, context, and audience;
     Pay attention to conventions of English language usage, including grammar,
       spelling, and sentence structure, to minimize barriers to reader's comprehension;
       and
     Seek feedback and revise to enhance the effectiveness of the communication.
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
       listener;
     Pay attention to conventions of oral English communication, including grammar,
       word choice, register, pace, and gesture in order to minimize barriers to listener
       comprehension; and
     Use multiple strategies to monitor the effectiveness of the communication.




Unit III, Session 7                                                                     87
 Listen Actively
     Attend to oral information;
     Clarify purpose for listening, and use listening strategies appropriate to that
        purpose;
     Monitor comprehension, adjusting listening strategies to overcome barriers to
        comprehension; and
     Integrate information from listening with prior knowledge to address listening
        purpose.


 Decision-Making Skills:
 Solve Problems and Make Decisions
     Anticipate or identify problems;
     Use information from diverse sources to arrive at a clearer understanding of the
        problem and its root causes;
     Generate alternative solutions;
     Evaluate strengths and weaknesses of alternatives, including potential risks and
        benefits and short- and long-term consequences;
     Select alternative that is most appropriate to goal, context, and available
        resources; and
     Establish criteria for evaluating effectiveness of solution or decision.
 Plan
     Set and prioritize goals;
     Develop an organized approach of activities and objectives;
     Actively carry out the plan;
     Monitor the plan’s progress while considering any need to adjust the plan; and
     Evaluate its effectiveness in achieving the goals.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;
     Seek input from others in order to understand their actions and reactions;
 Advocate and Influence
     Define what one is trying to achieve;
     Assess interests, resources, and the potential for success;
     Gather facts and supporting information to build a case that takes into account the
        interests and attitudes of others;
     Present a clear case, using a strategy that takes into account purpose and
        audiences; and
     Revise, as necessary, in response to feedback.




Unit III, Session 7                                                                     88
 Guide Others
     Assess the needs of others and one’s own ability to assist;
     Use strategies for providing guidance that take into account the goals, task,
       context, and learning styles of others;
     Arrange opportunities for learning that build on learner’s strengths; and
     Seek feedback on the usefulness and results of the assistance.


 Lifelong Learning Skills:
 Take Responsibility for Learning
     Establish learning goals that are based on an understanding of one’s own current
        and future learning needs;
     Identify own strengths and weaknesses as a learner, and seek out opportunities
        for learning that help build self-concept as a learner;
     Become familiar with a range of learning strategies to acquire or retain
        knowledge;
     Identify and use strategies appropriate to goals, task, context, and the resources
        available for learning;
     Monitor progress toward goals, and modify strategies or other features of the
        learning situation as necessary to achieve goals; and
     Test out new learning in real-life applications.
 Reflect and Evaluate
     Take stock of where one is: assess what one knows already and the relevance of
        the knowledge; and
     Make inferences, predictions, or judgments based on one’s reflections.
 Learn Through Research
     Pose a question to be answered, or make a prediction about objects or events;
     Use multiple lines of inquiry to collect information; and
     Organize, evaluate, analyze, and interpret findings.




             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors

 Educational and Occupational Exploration:
       Competency IV: Skills to enter and participate in education and training
       Competency V: Skills to participate in work and lifelong learning


Unit III, Session 7                                                                   89
        Competency VI: Skills to locate, evaluate, and interpret career information
        Competency VII: Skills to prepare to seek, obtain, maintain, and change jobs

 Career Planning:
       Competency IX: Skills to make decisions
       Competency X: Understanding the impact of work on individual and family life
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
         Achieve school success
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Improve learning
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences

 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
         Develop career awareness
         Develop employment readiness
 Standard B: Students will employ strategies to achieve future career success and
 satisfaction.
         Acquire career information
         Identify career goals
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
         Acquire knowledge to achieve career goals
         Apply skills to achieve career goals




Unit III, Session 7                                                                     90
 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications
 Standard C: Students will understand safety and survival skills.
         Acquire personal safety skills




                       EMPLOYABILITY SKILLS

                                       SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
       Reading
 Thinking Skills:
       Creative Thinking
       Decision Making
       Seeing Things in the Mind’s Eye
 Personal Qualities:
       Responsibility
       Self-Esteem
       Self-Management
       Integrity/Honesty

 FIVE COMPETENCIES
 Resources:
       Time
       Human Resources
 Information:
       Acquires and Evaluates Information
       Organizes and Maintains Information
       Interprets and Communicates Information
 Systems:
       Understands Systems




Unit III, Session 7                                                                    91
Unit III, Session 7   92
                                    Real Times, Real Life



 Unit Three: Discovery: Real Times, Real Life

 Session Eight: The End of the Beginning

 Summary: This session provides an opportunity for the participants and their
 community to come together.




    Equipped for the Future Content Standards for Adult
              Literacy and Lifelong Learning
          from the National Institute for Literacy

 Communication Skills:
 Speak So Others Can Understand
     Determine the purpose for communicating;
     Organize and relay information to effectively serve the purpose, context, and
       listener;
     Pay attention to conventions of oral English communication, including grammar,
       word choice, register, pace, and gesture in order to minimize barriers to listener
       comprehension; and
     Use multiple strategies to monitor the effectiveness of the communication.


 Interpersonal Skills:
 Cooperate with Others
     Interact with others in ways that are friendly, courteous, and tactful, and that
        demonstrate respect for others’ ideas, opinions, and contributions;




Unit III, Session 8                                                                      93
             National Career Development Guidelines
                        Adult Standards

 Self Knowledge:
        Competency I: Skills to maintain a positive self-concept
        Competency II: Skills to maintain effective behaviors
        Competency III: Understanding developmental changes and transitions

 Educational and Occupational Exploration:
       Competency VIII: Understanding how the needs and functions of society
       influence the nature and structure of work

 Career Planning:
       Competency IX: Skills to make decisions
       Competency XII: Skills to make career transitions




              American School Counselor Association
                           Standards

 ACADEMIC DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to
 effective learning in school and across the life span.
         Improve academic self-concept
         Acquire skills for improving learning
         Achieve school success
 Standard B: Students will complete school with the academic preparation essential to
 choose from a wide range of substantial post-secondary options, including college.
         Improve learning
         Plan to achieve goals
 Standard C: Students will understand the relationship of academics to the world of
 work, to life at home, and to the community.
         Relate school to life experiences




Unit III, Session 8                                                                    94
 CAREER DEVELOPMENT:
 Standard A: Students will acquire the skills to investigate the world of work in relation
 to knowledge of self and to make informed career decisions.
        Develop career awareness
        Develop employment readiness
 Standard C: Students will understand the relationship among personal qualities,
 education, and training in the world of work.
        Acquire knowledge to achieve career goals
        Apply skills to achieve career goals

 PERSONAL/SOCIAL DEVELOPMENT:
 Standard A: Students will acquire the attitudes, knowledge, and interpersonal skills to
 help them understand and respect self and others.
         Acquire self-knowledge
         Acquire interpersonal skills
 Standard B: Students will make decisions, set goals, and take necessary action to
 achieve goals.
         Self-knowledge applications




                        EMPLOYABILITY SKILLS

                                        SCANS
           (Secretary’s Commission on Achieving Necessary Skills


 THREE-PART FOUNDATION
 Basic Skills:
        Listening
        Speaking
 Thinking Skills:
        Creative Thinking
        Seeing Things in the Mind’s Eye
 Personal Qualities:
        Responsibility
        Self-Esteem
        Sociability
        Self-Management
        Integrity/Honesty




Unit III, Session 8                                                                     95
 FIVE COMPETENCIES
 Resources:
        Human Resources
 Interpersonal:
        Participates as Member of a Team
        Serves Clients/Customers
        Exercises Leadership
        Works With Diversity
 Information:
        Acquires and Evaluates Information
        Organizes and Maintains Information
        Interprets and Communicates Information
 Systems:
        Understands Systems




Unit III, Session 8                               96
Unit IV, Session 5   97
Reference:

California Academic Standards
http://www.cde.ca.gov/

National Career Development Guidelines
http://www.acrnetwork.org/ncdg.htm

American School Counselor Standards
http://www.schoolcounselor.org/


Employability Skills (SCANS)
http://wdr.doleta.gov/SCANS/




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