Introduction to Career Planning

Finding and keeping a job in today's changing market has become quite complex. Traditional occupations that offered solid employment are in decline while jobs once unheard of are now among the fastest growing. Many well educated and undereducated persons at all stages of career development fail to get suitable jobs and promotions because they lack training and knowledge in the job search process. It is not always the most qualified person who gets the job but rather the person who knows best how to get the job.

In January, 1996, adult educators from the state of North Dakota decided to add career planning/life skills to the adult education plan. With state grants and welfare reform becoming a reality, we in the field of adult education are forced to make changes in the way we meet the needs of the adult learner. In September of 1998, the instructors of the Minot Adult Learning Center(ALC) decided that this was a program that needed to be available to other adult education teachers through the miracle of Internet.

The goal of Career Planning is to provide the student with the essential job search techniques which will give them a competitive edge in getting a job. The Career Planning Competencies are designed to alleviate the frustrations of career management and provide the student with a job search portfolio to assist in achieving employment goals.

The student will learn:

1. How to effectively manage time and set goals. 2. How to assess occupational qualifications. 3. How to locate and use labor market information. 4. How to compile personal data, write a resume, and cover letter. 5. How to accurately complete application forms. 6. How to effectively use the telephone and follow up job leads. 7. How to answer common interview questions. 8. How to succeed on the job.

The worksheets and bibliography provided here are only suggested sources. You may already have implemented materials that better meet the needs of your students.

Students of all academic levels are expected to meet minimum requirements to achieve each of the individual competencies. For basic skill and ESL students, competencies may be acquired with varying levels of instructor assistance; therefore, modifications may be made for individual needs.

It is important that a pre-enrollment interview take place to compile levels. Students may already possess the skill and therefore need no more training. If they do not possess the skill, the student will need to follow the procedure of training provided by the learning center. Check whether the student met the indicator, listed under each competency at the time of the enrollment interview or through instruction at the center.

Since length of attendance varies, competencies may be completed in any order. The number of competencies completed by each student may vary according to individual need and length of attendance.

When the student exits the program, the employment portfolio is checked for completion by the instructor to assure the student is knowledgeable in conducting an effective job search. A certificate, which documents the number of acquired competencies and hours in training, may be issued upon completion.