Career Development Standards. What Are They Background Paper.Report as inadecuate

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Washington's Workforce Training and Education Coordinating Board (WTECB) conducted research to identify components that constitute a content definition of career development by relating history, defining nomenclature, identifying issues, and describing the various approaches to such standards. Past efforts to establish academic and career development standards at the national and state levels were reviewed. Special attention was paid to the following: the rationale for standards; standard definitions; progress to date; and standard-setting issues (subject-matter content, criteria for developing standards, taxonomy approaches, scope of content, and articulation with postsecondary education). As a result of its research, the WTECB identified a total of 33 components in 7 categories as the career development standards preferred by employers in high-performance workplaces. Among the components identified were the following: career preparation (career awareness, planning and setting career goals, awareness of workplace habits, work-based learning experience, job search and retention skills); personal responsibility (personal striving, sociability, self-management, autonomy, balance of work and family); technology; interpersonal (participates as a team member, teaches others, serves clients/customers, leads, negotiates, works with cultural diversity); information (acquires, evaluates, organizes, maintains, interprets, and communicates information); systems; and resources (manages time, money, materials and facilities, human resources). (Contains 48 footnotes) (MN)

Descriptors: Academic Standards, Advisory Committees, Articulation (Education), Career Development, Career Education, Definitions, Educational Planning, National Standards, Postsecondary Education, Secondary Education, Standards, State Standards, Statewide Planning

Author: Pruitt, Wes


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