Transcript Career Assimilation Unit

Career Assimilation
Unit
Introduction to the Career
Development Units
 These four units were created in conjunction with the
Bolin's (1996) four stages of career development.
Each unit addresses one of these stages to help
teachers develop and implement a quality career
development program, in the classroom and beyond.
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Career
Career
Career
Career
Awareness
Exploration
Preparation
Assimilation
Intro to the Career
Development Series…
Career Awareness
Career Exploration
Career Preparation
Career Assimilation
 Exposure to why people need to and want
to work; contributions to lifestyle and life
choices
 Exposure to a wide range of careers and
jobs across the OOH 10 career categories
 Exposure to work expectations,
education/training and skill requirements,
and social/communication skills
Intro to the Career
Development Series…
Career Awareness
Career Exploration
Career Development
Career Assimilation
 Job shadowing and trial work experiences to
narrow choices from 4 to 1-2
 Matching career requirements with personal
abilities, skills, aptitudes, and preferred
lifestyle; assessing careers for “best-match”
 Developing plan to meet requirements and
achieve “best match” career; continuing and
extended work experience to ensure “best
match” reflects stable interests and skills
Intro to the Career
Development Series…
Career Awareness
Career Exploration
Career Preparation
Career Assimilation
 Narrowing and confirmation of one career
field; may still explore a range of positions in
this field
 Increasing work experience opportunities to
prepare for full-time work in the community;
involvement in vocational rehabilitation
services as needed
 Interview and job seeking skills for work
experience positions; use of job maintenance
skills social/communication skills to keep
one’s position; identification of potential
career advancement self-advocacy
opportunities
Intro to the Career
Development Series…
Career Awareness
Career Exploration
Career Development
Career Assimilation
 Implementation of job seeking, interviewing,
and related skills to locate and obtain a job
of choice, in location of choice
 Ongoing match of work conditions and
environment with personal lifestyle
preferences and needs; use of problemsolving skills and employment resources
(including vocational rehabilitation) if needed
 Participation in work culture and employee
activities, on and off-the-job to support
satisfaction between career and worker
About This Unit:
This Career Assimilation Unit will be the last of the four units. It is
geared toward high school or the postsecondary years depending
on the student goals and focuses on work experience in preferred
careers.
Students will be exposed to real life
situations regarding:
 Labor union participation
 Communicating with co-workers through
formal and informal modalities
 Awareness of legal rights and how to develop
self-advocacy skills in the workplace
 Work culture
 Creating a portfolio
Key Learnings
(A synthesis of Career Assimilation goals.)
 Maintaining a job by meeting job requirements
and meeting personal needs and preferences
(Minn Work Adjustment Theory: job satisfaction
and job satisfactoriness)
 Adjusting to the work culture, work expectations
and conditions, and changes over time
 Problem solving, OJT, use of employment
resources, participation in work-related
activities
 Meeting personal needs and preferences through
work, and adjusting as these change over time
 Problem solving, use of community and
personal resources
Teacher’s Section:
Using the three stages of
Understanding by Design
 Stage ONE:
* Identify external standards and overall unit goals that are relevant to
the students strengths and needs
* Incorporate these standards and goals to create relevant, authentic
questions that “hook” students and address and key misunderstandings
 Stage TWO:
* Develop assessments that demonstrate thorough unit learning by the
six facets of understanding
 Stage THREE:
* Develop learning activities that develop the knowledge and skills
needed to successfully complete the assessment and demonstrate
thorough unit understanding
Stage ONE:
Applying Content Standards to the Unit:
Ohio Department of Education High School Standards
 Language Arts Write reflective compositions
 Write functional documents (e.g., requests for
information, resumes, letters of complaint.
memos, proposals).
 Write informational essays or reports, including
research.
 Deliver persuasive presentations.
 Demonstrate understanding of the grammatical
conventions of the English language.
Content Standards Continued…
 Mathematics
 Provide examples and explain how a statistic
may or may not be an attribute of the entire
population; e.g., bias.
 Evaluate different graphical representations to
determine which is the most appropriate
 Science
 Describe examples of scientific advances and
emerging technologies and how they may
impact society.
Content Standards Continued…
 Social Studies Work in groups to analyze an issue and
make decisions.
 Apply the processes of persuasion,
compromise and negotiation to the
resolution of conflicts and differences.
 Build consensus within a group.
 Analyze the reasons for the rise and growth
of labor organizations in the United States
 Analyze instances in which the rights of
individuals were restricted
Unit Questions
These questions are the result of the standards and the
description of student needs.
 How do job requirements and personal need coincide?
 How will changes in the work environment affect
personal life?
 In what ways can I maintain job satisfaction?
 How can I become a self-advocate for myself in future
workplaces?
 Am I aware of the differences between formal and informal
communication?
 What technology is available to promote my success in the
workplace?
Stage TWO:
Understanding By Design’s Six Facets of Understanding
(Wiggins & McTighe, 1998)
Facet
Activity
Performance/
Criteria
Facet 1:
Explanation
Sophisticated
explanations
and theories
1. Describe “work culture” or work
specific beliefs and practices, both
formal and informal, that vary
between positions or careers.
Include examples of formal (or
stated) policy and how this is
interpreted on a daily basis, and
the degree and manner to which
these are enforced.
2. Describe a problem solving
process and each of the steps.
1. Contrasts at least two
positions or career
categories with at least
three examples each of
formal and informal
differences (e.g. attire,
interaction style, schedule,
breaks, on and off-site
activities, etc).
2. Each of the steps are
well defined and follow an
example problem so that
others understand the
process.
Facets Continued…
Facet
Activity
Performance/
Criteria
Facet 2:
Interpretation
1. Describe why it is important
for workers to “fit in” to the
work culture and how this
contributes to longevity
(meeting work expectations)
and one’s own job
satisfaction.
1. Provides a clear and
complete example or
story of how “fitting in”
helps both with meeting
job expectations, and
feeling satisfied by work
with both elements
present and with 80%
of details complete.
2. Describe why it is important
to use a problem solving
process in work situations.
2. Provides an example
of a work-focused
situation and how each
step would be utilized in
resolving the issue.
Interpretations,
narratives, and
translations
Facets Continued…
Facet
Activity
Performance/
Criteria
Facet 3:
Application
Identifies a problem faced
on the job and uses the 5step process to solve the
problem and then
evaluates the outcome,
and identifies other
resources to help.
Demonstrates ability
to use all 5 steps,
with teacher
assistance only to
refine and to give
feedback on
evaluation of
solution; finds at
least 2 potential
resources (service
agencies or
individuals) who
Use knowledge
in new situations
and contexts
could help.
Facets Continued…
Facet
Activity
Performance/
Criteria
Facet 4:
Perspective
1. Problem Solving: Apply
1. Students will be
evaluated on their
ability to accurately
identify steps of
persuasion,
compromise, and
negotiation.
2. Student’s will present
at least one thing about
work culture that they
have learned from each
family member and give
their perspective on
each.
Critical and
insightful points
of view
the processes of persuasion
compromise or negotiation
to the resolution of conflicts
and differences.
2. Work culture: students
interview family members
about different behaviors
and values that represent
the “work culture” of their
job.
Facets Continued…
Facet
Activity
Performance/
Criteria
Facet 5:
Empathy
The students will collect and
make representations of
statistical data of employability
rates of deaf people in certain
job/career positions. Students
will infer how employees may
The student provides
insights that could only
be ascertained by
understanding what
another person is
feeling.
Ability to get
inside another
person’s
feelings
feel based on the data found.
Facets Continued…
Facet
Activity
Facet 6:
Selfknowledge
The student was
The student will be able to
able to identify
identify their ignorance,
likes and dislikes
prejudice, and understand
as well as admit if
through daily reflections of
they did not
various work culture’s
understand
introduced to the student
something and
through field experience and job that feelings may
shadow/mentoring.
change over time.
To know one’s
ignorance,
prejudice, and
understanding
Performance
/
Criteria
Stage THREE: Teaching Activities
Language Arts
Use reading and
writing
skills to enhance
communication with
coworkers
Career
Assimilation
Unit
Writing
Improve positive
interactions through
formal/ informal
information sharing
(memos, reports,
notes, etc…)
Social Studies
Locate local labor
unions and how they
apply to disability
rights under ADA.
Science
Locate resources to
Assist students in
getting
specific technology
needed for student
preferred jobs.
Mathematics
Research local and
national job
markets to find
disability
employment rates.
Reading
Provide resumes for
students to read to
enhance
communication
skills of “selling”
oneself to an employer.
Tips for Teachers
 Setting up the Career Assimilation Program:
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Discuss with students their current knowledge
of work culture
Contact employers to see what technological
devices are available for student to experience
hands on
Locate local labor unions and representatives
willing to speak in the classroom
Have students discuss and list current job
expectations
Discuss with the student’s parents the career
expectations they have for their child.
Language Arts Lesson Plan
 Activity -
During the transition planning process, students will keep a
personal portfolio in order to monitor the success of activities and
procedures acquiring self-knowledge and advocacy skills.
 Behavioral Objective -
Over the course of the year, with
periodic evaluation checkpoints, students will create a transition portfolio
with formal and informal entries. At each grading checkpoint, the students’
self-evaluation should match the teacher’s evaluation.
 Pre-Requisite Skills –
Student must be aware of one’s own
ignorance, prejudice, and understanding as well as appropriate
communication skills.
 Procedure-
Students will begin by brainstorming items they would
like to display in their portfolio. Suggestions might be: resumes, memos,
brochures about career/technical programs, college information, a checklist
of tasks to accomplish, and journal entries. The journal entries are meant
to be read by others and appear in formal and informal models and provide
opportunity for response model what future notes to co-workers may look
like. The entries should show the students growth in the area of transition
planning by examining strengths/weaknesses, new skills or abilities learned,
etc. Toward the end of the year they should start writing a post-assessment
paper that describes what they have learned overall throughout the year.
Language Arts Lesson Con’t …
 Adaptations
 For Older or High Functioning Students

Students will be asked to share excerpts from their journals that model
informal and formal writing as well as provide clear insight in
understanding their own prejudice and ignorance.
 For Younger or Low Functioning Students

Permit students to create a simplistic form of the portfolio as well as
discussing which requirements they will be evaluated on and which they
will not.
 Benchmark
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Write reflective compositions
Write functional documents (e.g., requests for information,
resumes, letters of complaint. memos, proposals).
Demonstrate understanding of the grammatical conventions of
the English language.
Social Studies Lesson Plan
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Activity- Students will set-up a debate between those that are for and
those who oppose labor unions. The debate must address labors union
issues as they pertain to deaf and hard of hearing employees including how
they protect their rights and as well as provide job satisfaction.
Behavioral Objective- After a speaker presents information about
labor unions, students will write five issues for debate over labor unions.
Students will have one class period to debate over the joining of a labor
union supporting each argued issue with at least two informative facts
presented by the speaker.
Pre-Requisite Skills – Students must be familiar with the style of
debate, they must understand labor unions in terms of their advantages
and disadvantages to an employee.
 Procedure
– Students will be presented a speaker whom will share
information about labor unions in the United States. The speaker will also
discuss the advantages and disadvantages of an employee joining a labor
union. After the students determine their own perspective of joining, as a
class they will formulate 5 issues pertaining to labor unions that will be
subject to debate: at least one pertaining to deaf and hard of hearing
employees and one relating to job satisfaction. Students will then be broken
into two groups-those for and those against labor unions and each group
will be given the opportunity to express their side.
Social Studies Lesson Plan Con’t…
 Adaptations
 For Older or High Functioning Students
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Students will be asked to create a visual that will be presented
during the debate to support their perspective.
 For Younger or Low Functioning Students

In place of a formal debate, students can discuss or write
reflections in terms of their perspective of labor unions.
 Benchmark
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Work in groups to analyze an issue and make decisions.
Apply the processes of persuasion, compromise and negotiation to the
resolution of conflicts and differences.
Build consensus within a group.
Analyze the reasons for the rise and growth of labor organizations in
the United States
Analyze instances in which the rights of individuals were restricted
Mathematics Lesson Plan
 Activity -
Students will research and report on the population of
people with disability employed in the workplace.
 Behavioral Objective –Students will create a professional
looking display of statistical results showing disability employment rates in
a variety based on job choices or geographical representation.
 Pre-Requisite Skills – students must have: an understanding
of computer programs, how to enter and manipulate statistics to create
professional reports, appropriate research skills, and the ability to infer into
other peoples feelings.
 Procedure – Students will research different careers in a particular
geographical area and report on the disability employment rates of
each. Students will be encouraged to choose a geographical area based on
a desired area to maintain a job. Using statistics, students will create a
report using a computer program (PowerPoint, Excel, etc) that allows the
information to be presented in an understandable way. Have students make
connections between their results and how they might feel being placed in
that environment for a job position. As a class discuss possible ways to
adjust in order to make the most comfortable environment possible.
Mathematics Lesson Plan Con’t…

Adaptations
 For Older or High Functioning Students
 Students can make contact with and interview people with
disabilities working in the workplace, if possible in the area
they researched and discuss whether they feel like the “fit
in” in their position and how it may or may not affect their
work expectations and job satisfaction.
 For Younger or Low Functioning Students
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Have students work in groups/pairs and participate in class
discussion regarding adjustments that could be implemented
to maintain job satisfaction.
Benchmark

Provide examples and explain how a statistic may or may not
be an attribute of the entire population; e.g., bias. Create a
scatter plot

Evaluate different graphical representations to determine
which is the most appropriate.
Science Lesson Plan
 Activity- Students will prepare a PowerPoint presentation of a detailed

analysis of an assistive technological device available for the deaf/hard of
hearing in the workplace for formal and informal events.
Behavioral Objective-After research, students will create a
presentation and possible demonstration of one assistive device and how it
can be used for formal and informal use.
 Pre-Requisite Skills-Students must have adequate computer skills
(to exercise PowerPoint and research on the web), critical thinking skills,
knowledge of writing a formal letter, and general research knowledge.
 Procedure-Students will do group research listing various assistive
technology available for the deaf and hard of hearing. Students will then
examine how these devices could be of assistance in the workplace. As a class
discuss various forms of formal and informal situation that may present
conflicts in communication and how devices can be used to assist. Students will
each chose one device to research in depth including: cost for employer,
advantages/disadvantages, prime candidates, and true scenario of someone
using the device (from an article/interview). Students will organize their
information in a PowerPoint format and present their information to the class.
Science Lesson Plan Con’t…
 Adaptations
 For Older or High functioning Students
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Higher functioning: Students will include at the end of their PowerPoint a
letter to an employer requesting a specific assistive device in the workplace
Students familiar with technology can collect all students’ PowerPoint
presentations and combine them to a disk or webpage in order for each student
to have future access the information.
 For Younger or Low Functioning
Students
 Students can work in pairs
 Students can explain a device they may currently use and
have experience with
 Benchmark

Science: Describe examples of scientific advances and emerging
technologies and how they may impact society.
References

Brolin, D. E. (1997). Life centered career education: A competency based
approach. Reston, VA: The Council for Exceptional Children.

Koch, L. Luft, P. (2004). “Career Development Theories for Transition
Planning”. Book Title Here. Kent, OH: publisher. 2005. 1-24.

Ohio Department of Education. “Academic Content
Standards.”http://www.ode.state.oh. us/academic content_standards/

U.S. Department of Labor. 2005. http://www.dol. gov/

Wiggins, G. & McTigue J. (1998). Understanding by Design. Alexandria,
VA: Association for the Supervision and Curriculum Development.