aExperiential EducationOVERVIEW ERIC File Sheet No 1byJuliet MillerERIC Clearinghouse on AdultCareer and Vocational EducationeltSUS DEPARTMENT OF EDUCATIONNATIONALINSTITUTE OF EDUCATIONEDUCATIONAOIESO ID: 890925
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1 ED 237. 789AUTHORTITLEIMITOTIONSPONS AGE
ED 237. 789AUTHORTITLEIMITOTIONSPONS AGENCY',PUB DATENOTE.l'UBTYPEPR1tEiapscRIFAroRsDocNT RESUME.,CE 800 043Miller, Ju iettxperienti 1 Education. Oveririew: ERIC File Sheet No.1.-ERIC Clearinghouse on Adult, Career, 'afld VocationalEducation, ColuMbus,.Ohio.National' Inst. of .Education (ED)Washington, DC:[82]6p.Information Analyses =ERIC Information Analysis-Product;' (071)r.MF01/ /PC01 PlusPostage."-EduCational Objectives; *Experiential LearNing;*Feld Experience 'Programs.; Guidelines; PostsecondaryEducation; Program Descriptions; Program Development;1:esource Materials; Secondary'Education; StaffDevelopment; Student Needs; *Wcirk Experience/ProgramsiIDENTIFIERS/ ERIC; Fact Sheets; PF Project.ABSTRACT.J.A basic overview ofexperienti11education is4rovided,in ihis fact sheet.. T6pidt covered include: (1) a definitionof experien ial education; (2) learners',needs and educational goalsthat can b met through experiential education; (3) descriptions ofsix typesf experiential education programs; (4) guidelines for.10key,areas to consider when p
2 lanning programs; and (5) a list of arei
lanning programs; and (5) a list of arein which staff develdpment may be needed. A bibliography of threereferences and 15 Additional resources on experiential.education,most of/which arefavailable from theEducational ResourcesLpformation Center (ERIC) system`,, is included. (DC)AL`r*************************************************************A********.Reproductions supplied by EDRS a e the best that can be made*.from` the origi1 document..************************************ **********v**********************iA aExperiential Education.OVERVIEW: ERIC File Sheet No. 1.byJuliet MillerERIC Clearinghouse on Adult,Career, and Vocational Education'eltSU.S. DEPARTMENT OF EDUCATIONNATIONAL,INSTITUTE OF EDUCATIONEDUCATIONAOIESOURCES INFORMATION)CENTER (ERIC)'D This document has been reproduced asreceived from the person or organizationoriginating It,iiirtilinor changes have been made to Improvereproduction quality.Points of viewr opinions statedinthis document do not necessarily represent official MEit"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GR
3 ANTED BYERIC /CETO THE EDUCATIONAL RESOU
ANTED BYERIC /CETO THE EDUCATIONAL RESOURCESINFORMATION .CENTER (ERIC)." xtERICOFILE SHEET No.1.rnicClearinghouse, orn.Adult,,Career, and'rnVocationatEducationMI,2G.^This file sheet gives a basic overview ofexperiential education. It is designed tohelp you understand what experiential.'educatign programs are, how they can helpstudents, and how.they can bdeveloped.In addition to this basic information,rasources, principally from the Educational"%sources Information Centel' (ERIC) sys-,tern, are listed at the end of this.fiJe sheet.,These resources provide more cornpieteeinformation, which can help you plan,implement, and evaluate experientialeducation programs..WHAT ISEXP$RIENTIAL EDUCATION?Experiential education meandearning by doing. It refersto all programs that are designed t%expand the setting oflearning experiences beyond the Caditional school envir-onment to occupational and community settings. Theseprograms use planned experiences, which are indiyiduallydesigned to help learners acquire the attitudes, skills, andknowledge important
4 to work and other life roles.Thus,eperie
to work and other life roles.Thus,eperiential education promotes cooperation betweentraditional educational institutions and business, industry,labor, government, and community groups to supportlearning. Some examples of experiential education arecoorierative education, apprenticeship programs, intern-ships, field expestence programs, and work experienceprograms.WHAT LEARNERS' NEEDSCAN BE MET THROUGHEXPERIENTIAL EDUCATION?Experiential education lets learners, both Nng and old,apply their interests, skills, abilities, and knowledge toreallife situations. The experiences support the learners'need to,,understand thd application of basic educationalskills to adult life (family, leisure, consumer;, andoccupational roleki;become'aware of a variety of occupationaltions;test occupational choices before`investing the intraining programI0..:develop ah understandircg of the impbrtance ofappropriate work attitudes;a,,0 earn income to contirve education;neiniskillS that will help in the upgradingof qm loyability skills;_. explore mid-life occupational
5 options beforemaking decisions related t
options beforemaking decisions related to career changes.,;WHAT EDUCATIONAL GOALSCAN BE MET THROUGHEXPERIENTIAL EDUCATION?Experiential education programs can h.eIR reamers achieve°a variety of educational,and life goals. le goals thatbecome the focus for any particular ptogram will dependon the specific needs and char-acteristics of learners in theprogram. Experiential psrograrns can help'learnersexplore various career areas to learn more aboutthe types of drorrer's in the. area, the work environ-ment, and the activities involved in the occupation;examine career:related interests, valtles, attitudes,and skills;.. a.undemtand the relationship between work and.school and develop specific educatibnal plans; ,make decisions about occupational areas to enter;develop stCibls fir specific occualro'nal areas tlIrough'on.thefjob experience,''Irapply basic skills and academic subject matter inwork situations;;learn general work skills ancl,behaviots (e.g., howtalk to a s'upervisor) that will be successful in, any-'work situation;\strengthen interper
6 sonal'skills with people in variousage g
sonal'skills with people in variousage groups.,tofWHERE ARE'EXPERIENTIALPROGRAMS BEING USED?In 'the past, experiential components have been used -invocational education programs, in cooperative educationprogl'ams, and in on-the-job training programs. More re-et tidy, however, experiential education has been, applied,to educational progranis of all types fo'r all levels oflearners. Some of these applications include the following:ERIC is sponsored by the National Instituteof Education. Points of view or opinions ex-preSsed in ,this File Sheet do not necessarily'reflect those of NIE or the Clearinghouse.a4 -I ofVocational edtication continues to use experientialcomponents that provide work experience for learners.in jobs related to their training area. These programscombine Fork experience activiti4with classioorn,instrgctid41.AcadeMic programs are also using experiential educa-tion components: Activities with in'these components $-provide learners with the oppOrtunity (1) to observeand talk with employers in their fields (!if study, (2) tou
7 nderstand the application of formal educ
nderstand the application of formal education tooccupational activities, and (3) to evaluate the feasibilityof specific occupations for-themselves.Experiential education has been used widely asa methodfor delivering career educatiort programs to learners atadage levels, including elemerAary students: In theseprdgrarnstexperiential activities are used to supportcareer exploration and to hielp students achieve individUallearning objectivei. When explorationthe goal,Students.are 'assigned to several'different work sites, th95providingan opportunity-to gain first-hand information about avariety .of occupational area's'. When experiential activitiesare used to support learning, the progra'm is coordinatedby a learning manager, who helps students achieveindividual learninobjectives.,°-Experiential education, programs have also been used4,successfully to help special needs students develop basicpersonal-social and employability skilis. Originally, theseprograms were used'in vocational rehabilitation shelteredvVorkshop situations where disabled in
8 dividuals combined-work with the develop
dividuals combined-work with the development of these skills. Now, theappficaion of experiential education carrhelp all handi-capped youth and adults develop and use skills in gainfulemployment.Youtiremplovent programs, currently a major nationalfoCus, are designed to meet the special needs of out-of-school youththe need for immediate income, for ,developing entry-level skills recuh'ed to obtain stableemploment, and for educatioI settings other thau...dre,traditional learning environmenthere'they may bavephistory of failure, Experiential &fixation programs areone of the more promising types of programs for meeting----"-the needs-of these youth,4\Postsecondary education has also used experiential edu-cation to allow learners to testtheir 'career decisionsbefore investing a long period of time in professionalpreparations; develop a work experience history, prior togruation; acquireeecific occupational knowledge andhavior; and earn money to support their collegeedugation.GUIbELINES FORDEVELOPING PROGRAMSAs with all educational programs, the s
9 uccess of experientialeducation programs
uccess of experientialeducation programs depends upon careful planning andmanagement. Here are some key Areas to consider whendeveloping these programs.Access for All Varnersxperiential education shouldbe available to all learners, With program experiencesbased on assessed.ifidividua) needs and provided at thetime learners can best benefit from the experiences...Learner ObjectiveFSince these programs are intendedto help students meet inclividUaliIed learning objectives,it is important to state these objectives clearly sd thatlearhers program staff, and personnel at the experielearning site have a clear under,standing of theof the learning experience...`..Site Selectionhe sites used for experiential learningprograms should be selected in response to theneeds-ofthe learners. Learners need the proper setting to developndividual, personal, social, educational, and careerdevelopment competencies.Program DevelopmentBecause experiential eduCationprograms require coordination between the school anda variety of other organizations, programs will be
10 moreeffectiveif they are started on a s
moreeffectiveif they are started on a smallscale basis andexpanded gradually. This provides time to developprocedures, train staff, and build sustained cooperationWith the organization that will provide the sites for the'experiential program.__..Personnel Preparation,Experiential education programsinvolve educational program staff and experiential site.%personnel. Site personnel need to understand thd goals ofthe program, their role in supporting the training process,and their relationship to the education program staff.$Structure for LeainingLearning activities in the experi-,ential education setting must be designed to accommo-date individuals with different learning needs. Furthermore, learners need not only learning activities but alsotinie to reflect upon and interpret the meaning of theseactivities.,Diversity of ExperienceExperiential education programs should involve the learners in a diversity of learning,and work experiences that provide motivation, interest,and an understanding of various wayAn which, skills canbe applied, Activ
11 ities should refleicf all emploimentleve
ities should refleicf all emploimentlevels rather than only enfry levels.. Policy IssuesThere is a cluster of policy issues thatneeds to be addressed when developing experientialeducation program. The include the following: Howcan workers at the expefiential education site be guaran;`'teed that the learnersnot displace them from theirjobs? How can the pr gram ensure its.pomnl' nce withlabor'laws.and regulations? If learners wilcBeaid;itcan these salaries be cooperatively determined int'Ficcontext of related,labor regulations and collective mrgaining agreements? What aim the criteria for grantingacademic credit for experidntial education learning activ-ities? Will labdr and management recognize experiential00education programs as providing valid work experience?seAffirmative Action'Experiential education has a role insupporting affirmative action programs.This role includesencouraging learners to examine their own stereotypesand to explore nontraditional career areas. Additionally,program staff need to encourageminority students to4)articip
12 ate in the program and help personnel at
ate in the program and help personnel at theexperiential education site understand the needs ofthesestudents,$EvaluationThe pragram needs to developlm ongoingprocess to evaluate loarners'rogressin achieving their.11it. 0, individual learning objectives. The assessment should alsosuggest ways in which the experiential education compo-nent can be imProved or modified.r.WHAT COMPETENCIES DOPROGRAM STAFF ftEED?A final but important considerailion in setting up experientialeducation programs is that of teacher and counselor training.These programs require staff to use competencies not necessarily'part of their traditional role as educators. Therefore, program-staff need additional preparation in the following competencyareas:-Planning, organizing, and developing goals and objectivesfor an experiential education program..Comrnunicating and promoting experiential educationwith a variety of agencies, groups, and individuals.Implementing career development, guidance, and coun-seling theory and practicesMeeting individualeds of students.Facilitating
13 , designing, arranging, and providing le
, designing, arranging, and providing learningactivities that enable student participants to integrateschool and work experiencesEstablishing, developing, coordinating, and monitoringexperiences in work settingsEvaluating program and student achievement,,FOR. FURTHER INFORMATIONThis tile sheet has providedbasic OVERVIEW of experientialeducation.The documents listdd in the bibliography will pro.vide'you with more compralensive.information to help youstart an experiential program or improve an existing one. Fur-ther, you can always find additional and related informationfrom documents contained in the ER IC system under, the fol-lowing DESCRIPTORS. (The ones most directly related toexperiential education are designated by asterisks.)ApprenticeshipsClinical Experience*Cooperative EducationCooperative Programs*Experiential Learning*Field Experience Programs*Internship Programs0 n.the.Jcib Training*PracticumsWork Experience*Work ExperienceProgramsIf you need further help In finding these or other materials,iicontact the User ServiceS Coordinato
14 r, ,ER IC Clearinghouse onAdult, Career,
r, ,ER IC Clearinghouse onAdult, Career, and Vocational Education, the National Centerfor Research ircbtmitional Education, The Ohio State Univer-sity; -1960 Kenny Road, Columbus, Ohio 43219. (Phone 80°-8484815 or 614-486. 36551INilaterials published by the Natidnal Center for ResArch inVocational Education may be purchased from NatilAal CenterPublications at the same National Center address and phonenumbers as the ERIC Clearinghouse.Single copies of this File Sheet are obiainablefree from the Clearinghouse's User ServiCesCoordinator.)0.YREFERENCESKlaurens, M. D.ucation and Work-Competeycies Neededby Experient. l Education Pe/sonnel. I nfimmation Series,No. 175. Colbut, OH: The National.lenter for Researchin Vocational Ecation, The Ohio State University, 1979'(ERIC Document.Reproduction Service No. ED 181 195).Miguel, R.Experiential Education Pdlicy Guidelines.Research and Development Series, NO. 160. Columbus, OH;The National Center for Research in Vocational Ethication,The Ohio State University, 1979. (ERIC Document ,Repro-duction Servic
15 e No. ED 171 987).iWasson, L.and Miguel,
e No. ED 171 987).iWasson, L.and Miguel, R. J., eds./. Ekperiential Education,A PrimerPrograms.,Inforfnaiion series, No. 162.Colum-bus, OH: The National Center for Research in VocationalEducation, The Ohio State University, 1978. (ERICDocu-ment Reproduction Service No. ED 171 988)..BlafilOGRAPHYThese, material; will provide additional information on experi-ential education prograMs.,/.Allen, T. R. Cooperative Vocatiohal Education Coordinator'sIHandbook. Vol. I. Huntington, WV: Marshall University,Dept. of Vocational and Technical Education, ,1973.' 'Appalachia Educatio nal Laboratory, EBCE rogram Overview.Charleston, WV/ Appalachia Ethicatione Laboratory, 1975.(ERIC Document Reproduction Service No. ED 138 824).Butler, R. L7 Co-6perative Vocational Education Programs:\.,Staff Development. Information Seriestf?o, 70.-Columbus,\JOH: The Center for Vocational and Te4nial Education,The Ohip State University, 1973. (ER If Document Rpm-,duction Service No, ED 685 565). 1.tia Eastern Washington State College. The Profesnal Intorim-hipNlqExchange
16 ProgramVocational Educati1971-197.. Chen
ProgramVocational Educati1971-197.. Cheney, WA: Eastern Washington State College, 1972.\ (ERIC Document Reproduction Service-No. ED 069 889).Frankel, S. M. et al. Case ,tu. dies of Fifty RepresentatiFe WorkEducation Programs. Santa Monica, CA: System Develop-ment Dorporation, 1973. (ERIC Document ReproductionService No. ED 081 997).Goldh'ammer, K. et al. Eixperience-Based Career Education:iA Description of FE.Pilot Programs Financed thrOugh theNational Institute.Education;Education; Final Repor . Willington,DC:NationalInstituteof Education. (ERIC 0ntReproduction Service No. ED 118 833)..Hayes, G. E. Work Experience Education Programs: Inno'va-,tions in the Junior College Curricula. Seminar paper, 1969.(ERIC Document. Reproduction Service No. ED 031 220).'Jenks, C. L.; Johnson, J. N,; and York, L. rife Learning Coordi-nator Retie in Experiential Education Programs. San Fran-cisio, CA: F.ar.West Laboratory for Educational Research and,Development, 1977.Massachusetts School of Education..1/a/idationof the Compe-tencies Needed by School Person
17 nel to lmple ent Careertr)Education. Pha
nel to lmple ent Careertr)Education. Phases II pf a Profesional Devel pment Studyfor Massachusetts. Vol. 2. Bolton, MA: Boston University,Massachusetts School of Education, September; 1977.(ERIC Document Reprodyction Service No. ED 146 409).Meyer, W. G. et al. Co9rdination in Cooperative VocationalEddcation. Columbus, OH: Charles E. Merrill-PublishingCompany, 1975. (ERIC Document Reprokcjion Service-No, ED 117'350).4r111/.11.The National,Center for'Research in Vocational Education.Professional TeacherEducation Module Se.ries: Categor,y JCoordination of Cooperative Education. Calumbos, OH:The Naticinal,Center for.Research in VocatibliarEducation,',..The Ohio State University, 1678. (ERIC,Docirment Repro-duaion Service Nos. ED' 153 056- 065)Raphael, B. J. Cooperative Education in Higher Education:Bloomington, MN: Cooperative-Egucation Training Center,Normandale Community C011ege, 1976.Searcy, E. Work Experience as Preparation for Adulthood: AReview of Federal Job Training, Vocational, and CareerEducation ProgramsAn- Analysis of Citrrent Rese
18 arch,Recommendations for Future Research
arch,Recommendations for Future Research. Washington,DC: George WashingtotrUpiversity, 1973.,-Sexton, R. Experiential Education and Community Involve-' ment Practices at the Postsecondary Level: Implicationsfor Career Education. Washington; DC: National AdvisoryCouncil for Career Education, 1976. (ERIC DOcurnentReproduction Service No. ED 138 771).41.-Welch, F. G. Cooperative & Cation:A Review. InformationSeries No. 116. Columbus, OH: The ERIC Clearinghobse.on Career Education, The Center for Vocational EducaLion, The Ohio State University, 1977. (ERIC DocumentReproduction Service No. ED 149 185).or,File Skeet writer: Juliet Miller,ERIC Clearinghouse on Adult, Career, andVocational Education.File Sheet Editor' David Tipton.THE NATIONAL CENTER.fOR REFS alcotislyougogi). EDUCATIONKENNYR01):901.11r1US,OHIO 43210roA.(4.NonPeofit Org.U.S. PostagePAIDColumbus, OhioPermit No, 711 ASESSNIENTTESTS AND INVENTORIESThese are results of the assessments I haVe.taken.DateTest/InventoryWhat I Learned,CHOOSING JOBSAEXPLORING JOBSf".These are the jobs that
19 I would liketo learn'about to seeiftheya
I would liketo learn'about to seeiftheyare COmpatible with my values, skills,interests, and abilities.JOB ACTIVITYLOGThese activities have helpedme to understand better the jobs IamM.interested in.Date :Activity4visited career lihrtiryvisited ajob sitevisited a training siteexamined ESA707)C,EICDEVELOPMENT4-1-80Job Explored..Wheref,\ SETTING GOALSPUTTING IT ALTOGET4ER10.After exploring various jobs,'ve ecided I'm interested ina job inI think I'll like tfor these'reasdns:I've talked to these people who actlially workin this job:)-(name)(date(name)'(date)4I plan to get training for this job at:"(name and address oftraining school)It will take 'me.minutes to get to the training site from`my home using t4 transportation' that I have:(kindoftransportation)1 willwill notneed to brush up on my acadeMic skillsat, for the training that I want to enter.(BSBU Center)BARRIER IDENTIFICATIONHere are the barriers that I have to overcome..BarrierPlan.Overcome toy?MY GOALS' AFTER CETAMy job plan imediately after CETA training isTwo years from now I hope to
20 be1 CETAJOB PLANNING.MANUAL N.IDENTIFYI
be1 CETAJOB PLANNING.MANUAL N.IDENTIFYINGVALUES.4ViaActivities1.Coat of Arms2.Fifteen ThingsIenjoy Doing3.Graphic Interviews4.Name Tag Exercise5.LifelineG.7.Other Resource;41.2... Puric!lo:Idntl:ying Yalus 1COAT OF ARMSBy sharinga little of themselves with others, clients willlearn about their values.This will enable them to makebetter job choices.This activity is appropriate touse atthe beginning of group counseling becauseclients get toknow each other and becomemore comfortableAn the group.Materia15:Coat or Arra5 worksheet; colored pens or pencils, large sheetof paper or a chalkboard.Time:ProcrApproximateliL forty-five minutes'...7ro:I.Discuss with clients what a coat ofarms i5.to oldentirs, many.pqoplo had khoir own coats ofarms whichrollocied thoir background, be,liofsanddroams.This isAn opportunity for chant tto crodto thoir own coatg of.-arm ~.2.Give each client a copy of theCoat :ofArms worksheet.Exolain that they will be filling in the shield.mostlywith pictures and not with words.Emphasize to themthat this is not an art contest -
21 -as longas the clientknows what the draw
-as longas the clientknows what the drawings mean, that's all thatis.imporOnt.To demonstrate this, do an example ofone of thesections onaeta kboard or large sheet of panerso thatthe whole groupn see.u.ie ;'tick figorog in the gampledr.ii+ing toI ttei ird r to ofiorltr$th.ittin*, ofartworkao:oPf04.(3.At this point, break the groun into pairs.Exptain thatthey are to intErview each other and draw the otherper-son's answers on the worksheet.Clientsmill draw theirnartner's coat or armsnot their own.Ask them to en-couraqr their partners to wive soecific' answers and to,,oroW.them out44 4 Ver4onwould do if he/she were inter-.(vie* someone fora Joh.rui,( oxott,P4...ttiVO;; elichtY;""f"r(""itq tOVtoJwo -t,.v41,14it,q01 illtrVirwiotquotiorr''4,12.4411441114444014444.4044 't,'S..,2Follow-up:Variations:4. °After the 'coat of .Ar1nfi worksheets are completed, bringthe group kick together again and have partnerssit' to-.'getherExplainIthpt clients 1,011 .introduce 4heir.partners to the whole group by sharing the coat ofarmsWhich .they drew, for them.The
22 ir partners can help themif they` forgot
ir partners can help themif they` forgot what they drew or if they need heldex-plaining.-1.Disclig's with clientwhat their reactions wereexercise:st!'DiA-4#u-snloy-the-oiereise?What did you learn,from this exercise?Do youfeeLyou know members of your group better?What are some4rds that told you a lot about0 grbup member?2.This exercise is a good introduction to the job explor-ation process because it has clients identifysome oftheir values (Sections 2, 4, 5, 6),some skills*(Section1), and 'a job to explore (Section 2).After this exer-cise, clients are ready to examine theseareas in more'detail.the ,Insteadof doing the activity in pairs, have the clientsdo therr own.After completing the exerciseeach clientwill'intOduce hifiVher self to thegroup.2.After the exercise, have clients post their coats ofarmson the walls or a bulletin board.Clients can walk pastthem and ask individual questions of the artist.13 PoC 0 AfA R14SWithout concern"results,. fill,tisareasof the 'drawing below to' Make your own personal *coati'arms"..1.Draw twothings youdo
23 well.2.Draw thejob youwould liketo work
well.2.Draw thejob youwould liketo work at..3. Dra'wyourgreatestsuccessin life.4. Drawthethreepeoplemost'nfl uen ti a 1in yourlife.5.Draw whatyou woulddo if youcould doanything youwanted for one year.6.Write thethree 'words youwould likesaid about you.CETASTAFFDEVELOPMENT'/14 fnFIFTEEN THINGS I ENJOY DOINGrIddntifying Values '2Purpose:Values are those beliefs and attitudes on which people basetheir opinions, decisions and action.By making value judg-ments about activities they enjoy doing, clients will becomeaware of their personal values and how the values effecttheir behaviors and their job choices.Materials:81/2"x111 paper and pencil for each client.Time:Approximately twenty minutes../Procedure:1.Have clients write, the numbers .'J1" to "15" doe mid-dle of an 81/2"x11" piece of paper.In the sp.}the.right of the numbers have each client make a Iof 15thing's he/she enjoys doipg.Give clients about fiveminutes to complete their lists.Offer an example ortwo of your own to get them started.It is all rightif a person has fewer than fifteen or
24 more than fifteenitems on the list.2.Whe
more than fifteenitems on the list.2.When the lists are completed, instruct the clients touse the lefthand side of their papers to code their ,lists in the fol3Owing ways: 'Mote - any more thanor 6 Cadings at one sitting is generally too much.)a.Place "$" by'any item that costs more than $5 eachtime you do.it.b.Place "P" next to each item ydu prefer doing withPEOPLE.Place "A" next to items which you preferdoing ALONE.c.Place "D" next to those activities which involveDATA.For example, reading a book:.d.Place "T" next to those activities which involve.working with THINGS.For example, fixing cars;sewing, cooking; etc.e.Place "1" through "5" beside the.five activitiesyou'enjoy the most.The most enjoyed activityshould.be numbered "1"; the second, "2 "; etc. ,1.After coMpleting the exercise,ask clients- "What'did:you learn aboOt.yoUrself?".Tbls question May beasked'ofth6 Whole!grOupor in groupstwo 'hare client;share theiranswers with a partner:*.2..Have the clients examine theirlists:How many of your activities,cost over $5? especiallythose in y
25 our top five choices?These findingsmaybe
our top five choices?These findingsmaybe important to_them in selectingan occupation - -if.many of their aCtIvitiescostmoneyhen they shouldchoose.a job that wi1144y, efloyghtcover the Costs.How many of your activities involve.ata, people, orThings?Have the clients compare this informationwith the D.O.T. codes of thejobs they are interestedin.3.Ask clients "What isa valUe?", Explain to clientsthat'it is necessary to identifyand clarify values becausepersonal values and behaviorseffect the choices of lifestyle and jobthat a person selectb.variations: Other ideasmay be added to the coding system.Here are somecodes that may be used:1.Go through your 'list and indicatethe date you did itlast.2.Place "PL" nextto,those itemswhich require PLANNING.3.Place "MT" nextMORE TIME to in4.Place "AB" nextABILITIES.5.Place "F" net to the itemson your list you think yourFATHER might have had on his listif he had been asked-to make one at your-age.Place "M" next to thoseybur,MOTHER might have chosen.to those items thatyou want to devotethe years to come.to ea
26 ch item which requiresPHYSICAL1-4 .4f.GR
ch item which requiresPHYSICAL1-4 .4f.GRAPHWINTERVIEWS'Iclent,ifyi#9 Values 3Purpose:This.is an exercise to be used early in theAroup counselingprocess, because it gets clients talking," Ogether about job7related concerns and buildsa sense b# shared, purpose forfuture,workshops.It helps clients develop interviewingskills.Because this exercise is done primarily with wordsand pictures it is especially effeCtive with learners who,have'poor writing skills.Materials:Large,sheets of paper for each client, coloredpens orcrayons and Questions for Graphio.Interviews worksheet.Time:Approximately.onecdone -half hours.Procedure:I.Have clients introduce themselves to thegrouand tellwhat they would like to get out of parttcipaon in thegroup.It helps and causes some humor if yohaveclients repeat the names of those who 'have i troducedthemselves before them, .e.g. "Pt Mary, ths John, Joe,and Susan".Clients start interacting wieach other,,and begin to feel more comfortable in theroup.2.Explain that you will be doing an exercise involvinginterviews.Ask clie
27 nts for their ideas oat aninterview is.,
nts for their ideas oat aninterview is.,3.Give a dictionary definition of "interview", suchasWebster's "a meeting of people face to face,as forevaluating a job applicant".Stress the..literal ideaof two partieA looking at each other (inter-view).4.Ask for a volunteerito demonstrate with you theprocessof the graphic interview.Write the volunteer's nameat the top of a large piece of paper and, with a colored-,pen,.sketch answers to the, following questions:-kr(See 6arTII5Te )a) What .activities do you enjoy most?b)' What aresome sttengths/qualities yoU can brag about?c) What about yourself wouldyou like to improve? 17.'d) For.what reasons do yoU want a job?Describe,your idealfjob.'"f) Ifyou Were doing-a surrey,' whiet three;job& would youlii(e to explore?g) 14hat are you doing now thatyou w ant td.continue doing.five years from bow?5., Have clients pair, dff.Give them each a sheet of,paper,''colored pens, and the worksheet Ouestiones(for 'Graphicxn-.terviews.Have them write'their partner's name in theupper right hand corner and "Interviewed b
28 y" with theirname Underneath.Give each p
y" with theirname Underneath.Give each partner fifteen minutes tointerview the other:"" Circulate while interviewsaregoing on to help. clients conceptualize and symbolizeeach other's-statements. .'If they can'.t think of howtodraw abstract ideas such as dependable and responsible,ask them td'think Of specific situations in whiCh theydemonstrated the qUality, e.g. in a volunteer job, with.friends, in 4-training program, etc.You may have to.decreise the number of questions depending on'the,timeallowed..Have clients meet as a whole group.Each partner willintroduce his/her partner to the rest of thegroup byexplaining the'pictures they have drawn inresponse tothe questions they have asked.The pairs should workas'a team, helping introduce each other to thegroup.Follow-up:Ask for feedback of client's reactions to the exercise.Did'you think of yourself in new ways?rDid you enjoy it?'How did you feel as an interviewer?As an interviewee?Do,you feel you know the members of your group bAter?18 41 in pas-I-JLpipp104 -1.,e.(r.p4.64-)cospoel."lfrom ACE C
29 ounseling Manual,L. M. KUrtz, 1977CE TAS
ounseling Manual,L. M. KUrtz, 1977CE TASTATFDEVELOPMENT-19 UPS ION;INTERVIEWSr'I.What activities do you onfoy most? N2.What are some strengths/qualities you can brag about?3.What about yourself do you want to improve?.For what reasons do you want a Job?.Describe your ideal job..If you were doing a job survey, what 3 jobs wouldyou like to research?7.What are you doing now that you want to continuedoing 5 years from now?CETASTAFFDEVELOPMENT20 APIdentifiang V41Wig 4NAME-TAG EXERCISE.1Euramsi/-A.brief introductory exercise whichfocuses on identifyingvalues and making deciOons.3"x5" index card for each participant,straight pins, pensor pencils, and a large sheet ofpaper or chalkboard.Time:Approximately fifteen minutes.Procedure:1.Have clients fill in the,informationon their indexcards as indicated on the next page.Draw A rectangle,)on a large sheet of paper or a chalkboardto representthe 3"x5" index card.Usingis card, indicate wherethe clients are to write theirwonses as each ques-tion is asked.Allow only 45 seconds toone minutefor participants
30 to record theirresponses to each ofthe
to record theirresponses to each ofthe following questions.This is meant to be a shortexercise during which clients put down thefirst re-tsponses which come to mind.1.Write your name as you like 'to be called.2.What is your most important possession?'3.Who is a person you admire?4.What is your ideal job?5.Where would you live for oneyear if 'allyour expenses were paid?6.Write a logo or draw a picture of howyou feel today.2.Have clients pin their cardson themselves and wearthem for the rest of'the day's session.i.3.Give clients five minutes to walk aroundand see howothers responded to the questions.This process willallow the group members to Introducethemselves andlearn more about one another. 0As1(2) NJ moat important.possession.(1) Noma(3) A person I admiroi(6) Logoor iiIcturefeel today.(4) Mildoaljob.rof howyou(5) Where I would 1111efor one year withall expenses paid.,1011Discuss with clients what their reactionsere to theexercise.How did you feel about the exercise?How did you feel about having to make decisionsin a.very short period o
31 f time?Do you Nel you know'someone in th
f time?Do you Nel you know'someone in thegroup a littlebetter as a result of tzhis exercise?22 VIcienritOpl V4luti6 5,5,0tting1kyrtoecrGoal setting atdthe accomplishmentof those goals is an im-portantconceptfor CETA par icipants to understand.Thisexercise will have the clientlook at their whole lifespanpresent and future--anthe critical decisions theyhave made in it.The emphasis of the exerciseis on the personal responsi-bility clients have in influencing,or not influencing4their lives and the importanceof, goal setting to theirfuture.Materiels:Lifeline worksheet and pencils.t\Time:Apprpximately thirty minutes.Procedure:1.Introduce the concept of lifelinesas a graphic repri.sentation of decisions that clients,have madeduringtheir lives and the goals theyhope to achieve.Re-assure the clients that there areno right or wrong.approaches to charting their lives.It is importantto remind clients that they should respondhonestlyso that the exercise will be significantto them.2.Have clients complete theLifeline worksheet, chartingtheir lives from b
32 eginning to endusing a line to repre-sen
eginning to endusing a line to repre-sent highs and lows.Draw a sample businessprogresschart to show dints how to'drawtheir lifelines.Have clients indicateyear segments on the bottomi lineof the box (see example).Avoid telling clients how -'to draw their lifelinesor when they should end. Theseare decisions that each client has to make.0 1'50 60 70 80 90 003,, After OrawingOeir iifolines, have the cliohtscodethe worksheet to indicete critical OnCif.inn$ in Thoir1iie.4,When they have complotod their lrfolines,have themrespond to the Statement, woo litalino.Pok4(htot-evau4o,ei;.4,0Nif1,After clfonts have shared their drawingsand responsos,bring them back together 4nd leada discussion with thowhole group.Discussion Puestions may include:What have you discovered about yourself?Revurring4n#16er4 to thid g000tinn reeloct rho rdA709wition b9rlionro that although they Ara WINUe ihdiViOuAlet.chore 4ro Ault' dimil4ritiegi of i04141mAJ.oc.oamPnv qroup momber4.Why is it important to sot goals throughoutour lifeOut typo:a doCorminq 014f aetiOn4 1n Jiro.
33 the 0,W4410of 013 diwussion should tip o
the 0,W4410of 013 diwussion should tip ontheporan41 rolipm-olbility one hi for influencing,Or nor Inflvdncln4.the mAjor evvnts of on' o lin,.With this fo,,:ognitian,cork 5 4n 4w4renogs of rh0 importance Of gt341 orttini,to ongouro cofltroi 67 on044 future'.2.After completing this exercise, clients shouldunderstanithe importance of setting goals while theyare CETA par-ticipants and their personal ryponsibility to accomplishthose goals. LifILINEA lifeline isgraphic representation of decisions,events and aCtis that influence one's lift.Estlifelines differ fone person to another DOC44%0wo are 04 h shaped by different events and decision ;,1.In the lifeline chart below, let the left edge of the box representthe beginning of your life, and the right edge represent the end ofyour life.Using the pattern of a business progress chart. draw alino in the box that represents your past, present, and future,2.After you have drawn the line:Place ( A to indicate where you are now,Place ()at the point of the best decision you'made.Place ()at the point of th
34 e worst decision you made.Place (?) wher
e worst decision you made.Place (?) where,you see an important decision coming up in the future.3.Now that you have a graphic representation of your life, write a responseto the following statement:AftMy lifeline looks like this becauseCITA66.17ST A',rivILAtP1( 01 1 IDENTIFYINGJOB VALUESAtttifttle,Work Y4lues ChecLItst2.Wh4t 00 YOB, Look For in 3 Jobi-3.Work. S1tu3tioh (heCk11tt4,Othersburces Identifying Job Values 1irWORK VALUES CHECKLISTPurpose!.Our work values greatly influenceour job preferences.Thisactivity helps client's to deterpine their workvalue prefer-ences.By examining these work values, clientswill be ableto be mote selective about choosing jobsthat are compatiblewith their values...,Materials:Work Values Checklist.TiApproximately thirty minutes.Procedure:, 1.Discuss with clients what is meant by "workvalues".These are values that one desireson a job and feels areneeded for one to be happy and satisfiedat work.Have clieitts complete. the WorkValues Checklist.Empha-size to them that theyare to do it as they feel now, notas they
35 will feel at sometime in the futUre. 04
will feel at sometime in the futUre. 04$1Follow-up:11111.1,3.At,the bottom of the worksheet, have themprioritize thethree Tpst important situations they wouldlook for on ajob.Share with clients the. idea that they should consider-their values when making a job choice,even thoughthey:may never find a job, that meets all theirwork'values.Discuss with clients the information gained fromcom-.pleting the workshebt.Why is it important to consideryour work values whenselecting a job?What did.you learn about yourself?Do the jobs that you are considering have the workValues that you prefer?If clients are unsure, havethem visit a'job site, speak with a workeron thejob or visit a training site and talk withan in-ftructor.3.Have clients list jobsconsistent with their workvalues.Example:Helping others- nurse aide, policeman, dentalassistant, etc.21 ,WORK VALUES CHECKLIST4.lz.4-',s...0.cn0V14-)cPOE00)t=t(a4-)s...I,,-,trz4-)ait;9rDirections:To the left of each value listed below,Directions':To the left of each value listed below,place an "X" in the box
36 whiCh shows the importanceof the value t
whiCh shows the importanceof the value tg you.kAnswer as you feel now, not,as you think you should feel or will feel at sometime in the future.,1.Working with people 'I like.....2.Beingmyown *bossrQ,3.Havingsteady 'job.'Making decisions and supervising others1,5.Beingwellpaid6.Helping others7.Doing exciting things, sometimes involving risksordanger8.Working in pleasant surroundingi9.Working alone most of the time-0,10.Accepting heayy responsibility11.Influencing and convincing others12.Having people look up to me.-r13.Inventing?designing or developing new ideas and things14.Having time for my family15.Receiving a sense of well being from doing a job well done10.Having other people around17.Doing work that I enjoy, that is interesting tor18.Working in a job that offers a chance for promotion19.List the THREE most important values you would look for ina job.1.2.3.""n'-'110CETACf:STAFF28 'Purpose:Identifying Job Values 2'WHAT DO YOU LOOK FOR IN A JOB?The factors that we look for in a jobinfluence our choices.This activity enables clients tode
37 termine their work valuesand work situat
termine their work valuesand work situation preferences andprioritize those they de-sire most.By examining these:, clientswill have a betterbasis for making *choices thaarecompatible with theirneeds.Materials:What Do You Look For in a Job ? ,worksheet.Time:Approximately forty minutes.'Procedure:)FI.Discuss the concept of work values with clients.Theseare values that one desires on a job and feels areneeded for one to be happy and satisfiqd at work.2.Have clients complete the What Do You Look For in a Job?worksheet.Explain to them that if there are values orsituations which are important to them and not on thelist they can be added.3.At the bottom of the worksheet, have the clients fillin the five most important things tot they look for ina job.Follow-up:After clients complete the worksheet, discuss the followingquestions with them:Why is it important to consider those work values andsituations that are important to you when selecting ajob?Is it posible to find a job that satisfies all your,'desires?Clients should understand that few jobssa
38 tisfy all one's desires.Do. the jobs tha
tisfy all one's desires.Do. the jobs that ytu are interested in have the workingconditions that you prefer?If the client does not knowwhat they are for the job they are interested in, havethem read about the job in the Occupational OutlookHandbook or a similar career resource, visit an actual'job site, and/or visit the training site and talk withthe instructor. Why might some people endure unpleasant, working envir-onments rather than chqnge jobs?clients should under-stand that sometimes people sacrifice one value foranother in pertain situations. FOr example,a personwho values working close to home, may be willingtoaccept a lower,salary for a conveniently located job.J.30 WHAT DO YOU LOOK FOR IN A JOB?the things that you want on a job in theappropriate cplumn according to whetheryouthem, sometimes- want them,or never want them on a job;sometimesneverclot of moneyto .be albne.thingswork1r work.writingmathgworkolsyourown bossplace to workng otherst your own paceg dressy clothesal work0110111111.011111ome of your own:alwayssometimes'being we
39 ll knownclean place to workdo many dlife
ll knownclean place to workdo many dliferent thingsset your own-hourseight to five workmeet many new peoplefeel you are helping peoplechance to move upmake beautiful productswork with your handssame duties every daywork with your mindsit dorm to do your workhaving' to come up with new ideasto be:61d what to dowdrkinvolving.risks.-er.danger-'='commute mere'tharl 30minuteshe FIVE most important tbings thatyou look fhr in a-job.'2:5.CETASTAFFnrvri nmincr132 Identifving Job Values 3WORK SITUATION CHECKLISTPurposovFew people have the ideal job that offers-W the work situ-Ations that they desire.However, some jobs have more tooffer than'others.' This activity helps clients to examinetheir preferences regarding work situations.By recognizingthese personal. preferences, clients will be in a berTerposition to make job choices.,)Materials:Work Situation Checklist worksheet.Time:Approximately thirty minutes.Procedure:I. ,Discuss what is meant by work situations or workingconditiodtWork situations and working 'conditionsare the environment and surroun
40 dings in whiCh oneworks.2.Have clients c
dings in whiCh oneworks.2.Have clients complete the Work Situation Checklist.Emphasize that they are to answer as they feel noW,not as they_ think-they should feel or as they'mayfeel at'sodretime in the future..03,At' the bottom of the sheet, have them prioritizethe three most .important situations they wouldlike in a job.Follow -up1.Discuss withcentS'the information generated f omthis worksheet.Although they will probably ne erfiled -a job with all the work situations they de ire,they still should know what they are as they coSider jbb choices.Why is it important to consider the situationsthat you will work in/on a job?Do the jobs that you are interested in have theworking conditions that you prefer?If clientsdo not Know what the working conditiOns are forthe job they die interested in, have them readabout it in the Occupational Outlook Handbookor a similar ,ca.seer source, visit a job site,or visit the training site and talk with theinstructor.3 '14,Why might some people endtire unpleasantworkingcone tions rather than change Jobs?.Client
41 sshould understand that somotimes'people
sshould understand that somotimes'peoplesacrificeone value for another In certain situations.Forexample, 4 Person who values4 well paid job 1411be willing to commotaan hour to work for 4 hi9h$414141).Have clients list jobs whichare likely to occur inthe work situation they prefer.For example, sittingoften at a desk or machine--typist,drill press oper-ator, factory worker, keypunch operator.4p.4 §.....,.c44it..iz4479 274"0 KS+4442gili.7,...),...0 VIa1o.1nia.7). 7;m54.1= R4 .1e'm-:i(5 g'3 2+4;$ 2WORK SITUATION CRECKLISTDirections.To the left of eachsituation listedbelow,feelingsnow,at some'place an X in the boxwhich describes your'about each situation.' Answeras you feelnot as you think you should feelor will feeltime in the future.Workin in noise and confusion1.2.3.Voeting new peoplefrequently______L.Doing detail work withcare,4,....,Planning ahead carefully6.Sittin9 at a deskor machine--------r-------F. lowing an establishedroutine7.Meetin. new roblemsa d situations dail8.Working under jressureWorking at ownpace9.10.Working in extremeSof h
42 ut or cold11.Wearing dressy clothes12.Pe
ut or cold11.Wearing dressy clothes12.Performin a varietof tasks13.Doing mostly physicalwork14.&.Concentrating on a single task15.Doing mostly mental work.16.Working weekends and/or split shifts17.Commutinglimore than 30 minutesto work18.,19.Working, for a smallcompanyWorking for a largecompany/.20.List the THREE situationsyou would prefer:1.2.3.flp).CETASDSTAFFDEVELOPMENT35. IDENTIFYINGSKILLSActivitiesI.Nine Dots2.Skills Identification3.Identifying My Skills (Brief)4.Vocabulary Building5.6.Other Resources1.2.Qt NINE DOTSIIdantifyinq AIJ14Pure erAs clients begin the skillsidentification process, theyneed to accept,khAttransferable skills are differentfrom job-specskills.This quick, fun. warm-upexer-cist encourages clientsto think creatively to solveproblems.._MdterisisrNino Dots worksheet, c.0(0 worksheetjchalkboardor largesheet of paper.Time:Approximately fifteen minutes.Procedure:1.Distribute copies of theNine Dots worksheet to clients.After reinforcing theinstructions on the worksheet,have clients complete the exercise.Give them only af
43 ew minutes to work theexercise to preven
ew minutes to work theexercise to prevent frustration.2.Ask if anyone solved it.If someone did, have themshow the rest of thegroup how they did it.If no onesolved the problem, illustrateto the group on a 914114..,,-board or large sheet of paperhow to solve it (seean-swer on next page).3.Give, clients acopy of the Cake worksheet and allow,them-a short period of timeto work on it.4.Again ask if anyone solvedthe problem.If someone did,have them draw theanswer on a chalkboard or largesheetof paper for the wholegroup.If not, supply theanswer.(see answer on next page).Usually someone in thegroupwill solve this problemafter observing the answertothe Nine Dots exercise.-.T812ow-up:1.Discuss with clients what blockedthem from solving the.problem,,ciients will oftenrespond with, "I didn'tknow I could draw lines outsidethe dots", "I didn'tthink of doing that",or "I always cut cakes in straightlines".Most people usually do not thinkcreatively. 4Introduce the idea that when we identifyour skills wealso need to think creatively and unconventionally.Afte
44 r this torcisec it is Appropriate to beg
r this torcisec it is Appropriate to begin theprocess of skills identification, otiph4511i09 that allour dills should be included.AnswersNINE DOTS EXERCISECAKEEXtRCI4E38 NINE DOTS EXCIICI$EWithodt lifting your poncii from thopopor, drew four Str4ighti conhOltoli lines(orfawer; if you con) which will go through all nine dots, but through ouchdot only onco.After you Woo tried two differentw4ys, Ask yourself ow, re .strictions you Maya 5et up for youriolf In solving this problem,00p.CETASTAFFDEVELOPHErciJo CAKE EZERCISEIn the space below draw a circle to'regratentcaie.Then thaw at leastone wdy you could, by m4kin9 &ay three c4164 (jet at least eight pieces.(Better leave yourself room to draw more than one cake;)CITASTA!,Of VI t, OfFiViT1 aPurpose:.rintifying Skills 2SKILLS IDENTIFICATIONWe all develop skills throughoutour lives.This activitywill demonstrate that point to clients.'It will teach thema process for identifying and categorizing skillsso thatappropriate jobs and environmentscan be targeted.It willalso enable clients to enhance thei
45 rself-esteem by focusingenthusiastically
rself-esteem by focusingenthusiastically on what theycan do.Materials:Five Accomplishments worksheet, pencils,, largesheet ofTizte:,Procedure:paper or a chalkboard.Approximately one hour and forty -five minutes.Often clients.do not realize that theyhave developedmarkgtable skills in leisureor non-paid settings.These are important skills to identify.Often clientsdo not' realize that they have developedmarketableskills'which are transferableacross jobs.' These arealso important to identify.Define the 'words "skill", "job-specificskill", and"transferable skill" with clients.Let the groupgenerate them rather than defining the wordsyourself.2.Naveclients list examples of job-specificskills andtransferable skills.Client are now ready to begin identifyingthe skillsthey possess.Ask clients to think of something thata they really enjoyed doing.It can be anything and it-* could have happened yesterday or fiveyears. ago.Atthis-point, ask someone in thegroup to share 'a story,or if no one volunteers; provide a-story yourself.Write on.paper or chalkboa
46 rd thesteps described inthe activity.The
rd thesteps described inthe activity.The example will indicate to clientsthat they are to bevery detailed when.writing downtheir story (see example).4.Ask the group to identifythe skills they heard demon-strated in the activity.List the skills on a. sheetof paper-or chalkboard41 5.,Explain tothe clients 'that they wiligo thrQugh theirown 'process like the. one just demonstrated.Have themrecall five accomplishments they really enjoyed doingand write them down.6.Have clients choose one accomplishment from their listthat they would like to describe in detail to othergroup members.7..Have clients meet in groups of three.Explain that oneperson will relate his/her accomplishment while theother two will write down the skills they hear used.When the describer finishes, he/she will tell what skillshe/she believed were used and the listeners will relatewhat skill's they heard.They will then switch roles'sothat each person has the opportunity to read a descrip-tion of an accomplishment and to listen for skills used.Circulate while clients are doing t
47 his activitrto helpthem identify the ski
his activitrto helpthem identify the skills used in the accomplishmentstories.Bring the group back together and distribute'the FiveAccomplishments worksheet.Have clients write a short, descriptive name for theirstory at the top of the worksheet nextto number one.Under that column have them check off in the appropriateboxei all the skills they Used in their accomplishmentstory.Multiple checkmarks in a box are allowable andhopefully will occur since that will indicate to theclient where his/her strengths are.10.Encourage clients to work on this process at home usingtheir other accomplishments.. Have friends or familyhelp them identify the skills used.More stories in-crease the numbeP of skills checked on the worksheetand validate the client's strengths.Follow-up:: Now that clients have listed their skills they are ready tobegin identifyingjobs.that they would like to.explore.Atthis point it is appropriate also to have them identify 'thework values and work environments that they desire on'a job.This information, added to the knowledge that t
48 hey have.oftheir skint, .should help the
hey have.oftheir skint, .should help them better define jobs in whichthey would like to `MT*.Clients should feel good aboutthemselves after completing this exercise because it hasshown to them that they do possess skills and, if needed,theg'havethe ability to learn new ones. .Thus, they shOul4be'excited about beginning the process of job exploration. Identifying Skills 2SKILLS- DENTIFICATION (continued)Variations 1.At the beginning of the nextgroupsessA,have clients'relate one more accomplishment story in triads,identifythe skills used, and check them offon the Five Accom-pdishments worksheet.This provideclients with atleast two accomplishment stories pls any others theyanalyzed at home.Clients are'ofteenthusiastic thenext session because they have had t'me to think aboutNthe skill identification process. 'They usuallyhave anaccomplishment story that they did not relate before butare anxious. to share with group members.2.When clients are in smallgroups, :instead of having themdescribe one story, have they describe threestories andidentify
49 the skills, used.This adds one hour to
the skills, used.This adds one hour to theactivity time.43 raPAAc:k: CA"004- VbAXM\..M4.NkO,C) kbM14.41161AZIT-a. aA ertAvadi="%iocuNSL. trA,SCAvzi.CKA-A Ca. ct-kL-2IG,Z) CA.66eA:CKLA44k:11--4J1as4A-ILA44- 0-04A'VittctiL. ic-to3 OA4.. to&Ytkzat.,,..ALsaONO041/4.$)--A.4.) moi.0 de..eis;01.s0\0CAJLA k.14-1.4\--Q4A-C1'(Lrt\I DENTIFYING SKILLS4 toofFIVE ACCOMPLISHMENTS..YOUR FUNCTIONAL/TRANSFERABLE SKILLS.These are the skills which,you'can use in anyrjobtor field that is of great interestorrIA.concern to you..0USING HANDS:assembly, building, operating tools ormachinery, repairing, typing, showidg dexterity or speed,making modelsUSIN:,'WHOLE BODY: muscle coordination, physicallyactive,.I4doing outdoor activities, exercising, sports, camping,skiing, playing. travelingUSING MINU:problem-solving, trouble shooting, researching.ana yzing, organizing, systemitizing, remembering, judging.evaluating, diagnosing, comparingUSING INTUITION:showing foresight, perceiving, planning,act ng ongTh.71Feactions, visualizing in third-dimensionas in blueprint read
50 ingUSING CREATIVITY: imagining, creating
ingUSING CREATIVITY: imagining, creating, inventing,designing,.improvising, experimentingUSING ARTISTIC ABILITIES:dealing creatively with colors,-shapes, ft,ces, spaces, music, paints, handicrafts, drawing,words, human bodiesUSING WORDS:reading, copying, communi cating, talking,.teaching, debating, public speaking, editing, trainingUSING HELPING SKILLS:being kind, listening, understanding,rhealing, counseling, being of service,..USING PERSUASION:influencing others, selling, promoting,1negotiating, recruiting, changing someone's mindUSING LEADERSHIP SKILLS:initiating, organiziltg, leading,directing others, coordinating, managing, taking risks,rakibo decisions. effQrting rhAngpUSING PERFORMING SKILLS:' getting up beforea group for.profit and lecturing, demonstrating, making'people laugh,acting, playing musici'.USING SENSES:observing, examining- inspecting,diagnosing, showing attention.to detailUSING NUMBER SKILLS:taking inventory, counting, computing,bookkeeping, managing money, remembering numbersUSINGLLOW-THROUGH:.0 ing what others have de
51 veloped,.following instructions, doing d
veloped,.following instructions, doing detailed work, classifying,.IIISOIIII.1*'''...Adapted from the National Career Development Project"-71, CETASOr7.STAFF,DEVELOPMENT IdekifyingSkills 3IDENTIFYINGMY SKILLS (Brief)Purpose:The skills that an individual possessesusually determinethe occupation or occupationsthat person will enter*Inthis activity clients will beable to identify the skills/they have, especially those thatmotivate them:This ex-ercise should enhance clients'Alf-concepts by havingthem realize that they dopossess skills.,Materials:Identifying My Skills worksheet;.large sheetof paper orchalkboard.Time:'Approx4matelyone hour.Procedure:' 1.Generate a discusSion with thegroup to define the word"Skill".. Questions might include:What is a skill? A skill isan ability to do thingswell with one's body or with tools.It is developedthrough practice.What are some examples ofusually name job-specificadding machine, runningaasked to give .examples ofskills?The group willskills (typing, usingandrill press, etc.) whenskills.Where do we learn sk
52 ills?Clients often think thatthe only si
ills?Clients often think thatthe only situation whereone develops a skill is ona job.Emphasize to them thoughgthat skillsarelearned everywhere--at home,on Yobs, doing volun-teer work, performifg a hobby,etc.We developskills all our lives.2.At this point, clients shouldunderstand the conceptof job-specific skills.Now it is time to teach themthe meaning of transferableskills--those skills-thatwe can transfer from one job to another.To teachthis concept, use the following ideas:sa) Write the words "clerk-typist"on a chalkboard orlarge sheet ofpaper.Ask clients to list all thethe skills they can think of thata clerk-typisthas.Write those skills on the boardor paper.946 The instructormay have to help the group identifyskills other than job-specific ones.Examples -eye -hand coordination, math, reading and wri,tingskills, organizing, talking, operating a machine,sitting still, etc. - as well as typing, filing,'answering\the phone, etc.b) Now ask group- "What if there were no typewritersin the world?What other jobs could this persondo with the ski
53 lls we have listed?"Write the jobsthat t
lls we have listed?"Write the jobsthat the group identifies on the chalkboard orpaper.Examples of jobs that the group may identifycould include assembler, ct3$tologist, accountant,keypunch operator, word proceAsor, piano player,salesclerk, etc.c) Explain to client that the skills listedare transskills.They are skills that can be trans-ferred from one job to a totally different job.They are different from job-specific skills whichcan only be used in similar jobs.3.Pass out the Identifying ?ly Skills worksheet to thegroup.Have them identify the job-specific skills andtransferable skills that they have developed intheir lifetime..Have clients circle those skills that they enjoy usingand would like to-use on a job.Also, have them listthose skills that they do not possess but would liketo learn.These are the ones to have clients focus onas they match thir skills with job and trainingpossibilities.Follow -up:By analyzing their motivated skills and interests, clientsshould be ready at this point to begin the process ofidentifying occupations they
54 are interested in exploring.After compl
are interested in exploring.After completion of this exercise, time should Also bespent with clients to identify the work values and workenvironments that they des-ire on a job.This will allowthem to be more specific in their .exploration and eventualselection of a job.2.(a4 7 kienliiying My. SkillsSkill - an ability to do something well with one's body or *with tools.Job Specific Skill - skill that relates directly to a job, ex. typing,Transferable Skill -filing, driving a truck, etc.A skill that can be used in many different jobs,.ex. planning, communicating, managing money, etc.These are the job specific skills I have:These are the transferable skills I have:CIRCLE THOSE SKILLS YOU ENJOY USING AND WOULD LIKE TO USE ON A JOB-.These are the skills I want to learn:CEATAFFel.r:STDEVELOPMENT48 ,Xdontifilinv Sk$1,41 4VOCABULARY BUILDINGriLyaG MY STRENGTHSPurpose:Clients frequently find that they can identify few strengthsor qualities to "brag about".However, when clients are Interviewed for a job', employers want to know what theirstrengths
55 are... This exercise will help clients d
are... This exercise will help clients develop. avocabulaVy: of character strength words from which they canbuild a personal list of words describing themselves.Materials:A large sheet ofPaper,3'x4', broken up into alphabeticalsquares, magic marker, 81/4"x11" paper for clients' lists.Time:Approximately one hour.Procedure:I.Ask clients to/write down' three strengths they have.Give them a few moments and then ask their reaction tothe task.You will probahly hear that it was hard forthem to think of strengths.2.Discuss the concept of cultural conditioning againstbragging and ask clfents to consider that they willhave to "brag" to have,a successful job interview.Explain the importance of having a large vocabularyof descriptive character strength words from which tochoose in talking about oneself.A t3.Tack up a large sheet of paper on which alphabeticalletters are clearly blocked out.As clients listcharacter strengths, write them on the paper.Theprocess can begin by giving examples such as "neat","accurate", "responsible" and then writing them u
56 nderthe proper letters.4.Develop alist o
nderthe proper letters.4.Develop alist of words from group contributions,being careful` to point out when a word or phrase doesnot apply.Give hints .t.f.some letter spaces are emptyand encourage all gropp(members to contribUte to thevocabulary list.(See example, Part I.)49 5. 'After the general list is complete, ask clientsto maketheir own lists.Have clients take out sheets ofpaperto make three lists:a)uomlitiesPOSSOVI."Have them list the qualitiesthey possess and Otte an example which demonstratesthat quality or,ability.b)wooclitios z want to Vevelop in Myself."Have themlist the qualities they want to develop andindicateat least one situation in which they want to developthat quality (ex. on-time- I want to b'e on -time tomy classes).Ask clients to get as specificas pos-sible about the situation or settings theywant towork on because the more specific theyare, theeasier it will be to do thenecessary work to developthe quality.c)"Qualities Others Say,' Possess."Have clients listcompliments others have given them.Explain thatthey may or may
57 not care about being,for example,"organ
not care about being,for example,"organized°, "neat" or "alert", but it isimportant{for them to be aware of all their valuedqualities,/for employers may value them too.(See example, Part II.)Fol1Cm-up:After completion of this exercise, clientsshould be able toidentify their skills, give examplesof them and verbalizethis infOrmation.This will be helpful to them as theyexplore jobs, writeresumes, and go on interviews. c.1-1W7Fran' ACE Counseling Manual, L. M. Kurto- vocAtSulAttY EXEittltiPAHT I I4606leit*10.tAi frAits,Zisti4o, 04.4,T. utA4.,-4,a4Ant4.4 it,..)1.,/4,4,dtt4.Atioe-.4173unru. Jt) Aop.J. 41-0.-14:4-k delta I. It40tAte41.tttazk-iblo .12 io,g-at ASSESSMENTActivltles1.Work InteresI/Experlence Inventory2.3.Other Resources1.ESA2.*3. Assessment 1WORK INTEREST/EXPERIENCE INVENTORYPurpose:..Clients need to inventory their work interests.and experi-enc6s so that.they can begin to focus on occupationalareasto explore.Often they:have difficulties doing this in aninformal manner.This,exercfse will provide a format for.clients to indicate the
58 ir interests and experienceS in tenoccup
ir interests and experienceS in tenoccupational areas.Their responses can then be used as astarting point for .career explor'ation.ialsWork Interest/Experience Inventory.,TimeApproximately one-half hour.Procedure:1.Discuss with clients the concept that people are mostsatisfied in jobs thattreclosest to their interests.This may be accomplished by asking clients-which oftheir jobs they liked and why they liked them.Byreading with the group the first page of the inventory;this concept can be stiessed.2.Have clients complete the inventory.:Follow-up:The interest information that clients have generated fromthis inventory can be used as,their starting point foroccupational exploration.A comparison can also be madebetween interest and experience.For example, a Clientmay indicate a'low interest it an arebut have a greatamount of experience in that same are A,This may indi-cate to a codhselor that the client hS1S gained a knowledgeof the area, 'does not like working in it, and thus shouldavoid exploring jobs in that area.bo'D'. -WORK INTEREST/EXPER
59 IENCE INVENTORYMost people are happiest
IENCE INVENTORYMost people are happiest in the jobs thatare closest to theirinterests.However, one also needs to consider work experice, paidor unpaid, when choosing a job.4)'This inventory will help you think about the typesof activitiesthat you would like to doon a job and review your work experiences.In the left column, place a check next to theactivities youwould like to do.Don't worry if you would be good at that activityor about your-lack of training.Think only about if you would liketo do that job.In the right column, place a check next tothose activities thatyou have done before..would like:A.I have experience:selling clothes in a storerunning a cash registerstocking shelvesselling products to storestalking to customersbeing a checkout clerk in a grocery storeordering goods in a storeselling automobile partsselling products over the phoneTotalaTotal B:I would enjoy:-B:I have experience:driving,a trucparking carsL)driving a taxiloading baggage on an airplan:sailing a shiprepairing airplanesmaking plane reservationsfilling out daily
60 mileage reportsdriving a busTotalTotalC.
mileage reportsdriving a busTotalTotalC.I would enjoy:C.I have experience:typing lettersanswering telephonesfiling letters and office formsgreeting vi0-tors.keeping,acounting recordsusing office machinesopening and sorting mailchecking if orders have been shippedbeing a bank tellerTotalTotalD.would enjoy:D.I have experience:designing clothesplaying or singing in a bandworking in radio or TVmaking floral arrangementstaking photographswriting newspaper storiesTotalacting in a playdrawing picturesywemaking_ jeln_- _25`iTotal E.wouldenjoy:TotalF.I would like:E.I have experience:fixing a car or motorcyclerepairing a dented car 'fenderrepairing radio and TV setsfixing typewritersrepairing, computersrepairing appliancesrepairing fallen telephone lin0giving a car a tune-upestimating repair costsTotal(F.I have experience:waiting on tablescleaning a house or hotel room,cutting and styling people's hairpreparinfoods in a restaurantcaringchildrenhelpinpeople who are illwaxinfloors or shampooing rugshelpipeople to put on makeuptrimand bathing'animalsTo
61 talTotalTotalG.I have experience:driving
talTotalTotalG.I have experience:driving an ambulancecaring for people ip a hospitalgiving first aid assistancehelping: an animal doctorworking for a dentisttaking-x-rayskeeping records of people's healthcaring for people's teeth_sick people in their home H.I would like:H.I have experience:reading, blueprints'building housesfixing pipes, drains and sinkswiring a house for electricitypainting a buildingbuilding solar energy panels for a housebuilding cabinetshelping a masonmix cement and lay bricksdriving a bulldozer111TotalI.I would like:Total.I would like:TotalTotalI.I have experience:assembling electronic partsrunning a drill presswelding wires togetherrepairy machinesMakintable legs on a lathedriving a forkliftreading meters and adjusting valvesremoving wastes from waterwelding steel beams -on a bridgegrowing cropsdriving farm machinerysurveying,landtending plants in a nurseryraising animalsfishing commerciallycutting down treescutting flowerscleaning brushTotal.I have experience:59Total Now let's fill in the section below to see what,
62 types of Jobs interestyou and in what ar
types of Jobs interestyou and in what areas you have experience.Go backand add up the checksin each part and write the number where it says "Total".Now write in thetotals for each part here:InterestsExperiencePart A - SalesJobsPart B-'Jobsin TransportationPart COffice JobsPart- CreativeJobsPart E - Mechanical and Repairing JobsPart F - Service JobsPart G -JobsIn the Health FieldPart H - Construction JobsPart I- Industrial/Factory JobsPart J - Jobs in Fishing, FarmingMining and Forestry1,List the areas with the three highest scores for interest:These are areas that you might begin to look at carefully to see if_there are any jobs within them that interest you.2.List the areas with the three highest scores for experience:.This information may also help you in deciding which jobs youmeywant to explore.3,List any areas you don't want to explore:That's important information, too.77CETASTAFFDEVELOPMENT60 EXPLORING JOBS.Activities1.Work Experience2.Informational Interviews,3.Comparing Jobs4.5.Other Resources1.2. Exploring JobsWORK EXPERIENCEPurpo
63 se:One othe first steps in the job explo
se:One othe first steps in the job explorationprocess is toevalu to past jobs.This worksheet will allow clients totake time to write down and examine their workhistory--emphasizing those activities they liked and dislikedon thejobs.This information will be useful to them when identi-fyingtheir skills but also as theyprepare to write resumesand go on interviews while job hunting.Materials:;yd.:* Experience worksheet.NitTime:Approximately one-half hour.Procedure:Distribute Work Experience worksheet to all clientsand havethem complete it.Encourage clients to be-as detailedaspossible when describing their jobs.Follow-up:1.If this worksheet is used during orientation, thenitwill become information that clients'canrefer to asthey begin the job explorationprocess, especiallyduring the skills identificatiOn activities.2.This worksheet can also be used asan information basefor writing a resume and organizingresponses to inter-viewing questions.7'62 WORK EXPERIENCEFor each job, paid and unpaid, starting With the presentor most recentone, give the in
64 formation asked'for in each of the colum
formation asked'for in each of the columns.Use as many-action words as necessary to describe the activities *highyou did onthe job,no matter how small.Be sure 'to list things (work itself, people,conditions, locations, etc.) thatyou liked and disliked about the job.OYER, State, DatesTITLE b JOB DESCRIPTIONList activities you did onthe jobThingsI liked MOSTabout the jobThings I liked LEASTabout the jobCETASTAFFDEVELOPWNT exploring Jgps WINFORMATIONAL INTERVIEWSEuwnz:The bast information about jobs can be obtained first handfromiworkers or training instructors.This exercise willteach clients how to gather information about jobs fromprimary sources, sources other than counselors andbooks.Thismethod will also give clients a chance to develop their interyiewing-skills in a non-threatening situation in whichthey are interviewing workers and training instructors forinformation.i1.Materials:Questions for Informational Interviews worksheet, a largesheet of paper.or a chalkboard.Time:Approximately forty-five minutes..Procedure:1.Clients have identif
65 ied through previous exercises thejobs o
ied through previous exercises thejobs or training programs they are interested inex-ploring.Tell them they are now ready to start gath-ering information about these jobs.2.Have clients brainstorm questions_they_would like to__ask -abtfut the jobs they are interested in.Write theirquestions on a chalkboard or a large sheet of paper.3.When they have listed their questions, have clientsmake individual lists, prioritizing those questionswhich are most important.These questions should pebased on the clients' personal values, job values andthe work environments they have identified as wantingon a job.The instructor may give clients copies ofthe Worksheet', Questions for Informational Interviews,to be used as a supplement to the questions identifiedby clients.4._ExplAin that_the_hest-source-of-answersto-thequestfioissis someone who knows thejob well.Explain that theywill be given opportunity to interview workers and/ontraining instructors of jobs they are interested in.-,-- 5,Role-play with clients calling foran appointment andgoing out on an in
66 formational interview,Play theclient int
formational interview,Play theclient interviewing for informatiOn andhave a memberfrom the group be the workeror the training instructor.Have the clients formgroups of two and role-play. theprocess they just obierved,Theclients are to practicebeing Lath interviewer and interviewee.The interviewer,may use the questions listed earlier and the intervieweemay respOnd as a worker from a job they have beenem-ployed at.-it is important that clients have theoppor-tunity to practice an informational interview-beforegoing on one.Emphasize that informational interviewsshould be only 15.20 minutes in length.'6.Have each client do an informational.interview.Clientsmay need assistance in developing resources for theirinformational interviews and makingcontacts.Follow-up:After they return from their informationalinterviews, discusswith clients:Did you enjoy the process?What information did you gather?Based on the information gathered, is thisa job youwant to receive training in?This can be accomplished by going aroundthe room and askingeach client to giv
67 e details of their informationalintervie
e details of their informationalinterviewor by meeting individually with clients.After completingthis process, clients will havemore realistic informationabout the job theyare interested in pursuing.The clientnow-can-make a better-decision-about whetheror not to entera CETA _training program.66 Ry STIMS FQR PRIAT ONAL iNT R1.How do you tot 100 this kind of work?2.What are the maJOr'job tasks?Wh't are the fflojor skills needed?3.What are the physical. demands of the job?4.What are the hours?5.What are the chances for steady income?Whet is the pay?6.Whatare the chances for advancement?7.What do you like about your job?8.What doyou dislike about your job?9.Can/ you tell me abouta typical day on your job?Ho+1,long is training?11.W at is training like?12.can you tell me what a typical day is like duringtraining?13.41....1.....111.1.STAFFfe..CEVELONINT6 top-Li-40d dPbo 3COMPARIN6 MOSFor a person to decide what job they would liketo pursue,it is important that they evaluatethose jobs that interestthem,This wrksheet allows clients to collect andco
68 mpareinformation in an organizedway.Afte
mpareinformation in an organizedway.After analyzing the data-clients will be able to decide what their job/training.choice is to be.N.Iteri4lo,Comparing Jobe worksheet.TirolApproximately 15 minutes to explain the worksheet.Individual counseling sessions will be neededas a clientcompletes job exploration.prociodurd,Distribute Comparing Jgbs. worksheet to clients and havethemcothplete as they explore the jobs theyare interested in.This worksheet could be used as clients interview for infor-mation at training sites and job sttesiIt can also be:sedafter training as clients begin job hunting..,..After completion of this worksheet, a client will be ableto decide which job they would like to pursue,.Since fewjobs will meet all the criteria thata persorOtesires, atliept may'have to determine which criteria aremost im-,,portant to them.roe example, a job may have a lowersalary, but its location may be convenient and itmay be.interesting work.A client rayselectithat job becausethe positive criteria may overcome the lower salAry. COMPARING JOBSRate e
69 ach job -ori the factors in the, left-ha
ach job -ori the factors in the, left-hand colune,acgordingto thefollowing scale:5Excellent4Gooth3Average2Fair1Pooro:Beginning SalaryPossibility of RaisesWork EnvironmentPhysical bemandsConvenience' of LocationwUsesmyAbilitiesInteresting WorkHours of WorkMeets My Work ValuesTitle ofJob # 1Title ofJob # 2Pressures-L'earning OpportunityVariety of ktivitieshOpportunities forAdvancementOtherTitle ofJob # 3rTOTAL SCORE72)ETACTAVErIF.OPMENT SETTINGGOALSActivitiesI.Goal Setting Maze2.Where Do I Want to Go?3.Lifeline.A4.Time Pie5.Budgeting'6.Barrierxkdentification7.8..Other Resources2.L70 Setting Goals 1GOAL SETTING MAZE-Purpose:This exercise is a fun, creativeway to begin the process ofgoal setting.Materials:Goal Setting Maze worksheet.Time:Approximately ten, minutes.Procedure:Give clients the Goal SettingMaze worksheet and have themdo the two mazes.If, anyone in the group is unfamiliarwith mazes, discuss whata maze is before beginning theexercise.Avoid specifically telling them how to completea m e.-Follow-up:1.D scuss the following questions wi
70 th clients:Wharoblems did you have in ac
th clients:Wharoblems did you have in achievingyour goal ofgetting to the center?Client responses will usuallyinclude "I had to go around the barriers", "I hadtobacktrack when I came to a barrier", etc.When you first were introduced tomazes, how didyou learn to do them?Clients often respond thatthey used trial and error until they becamefamiliar with mazes and the process for completingthem.2.Discuss with clients the relationship betweenmazesand goal setting.When achieving a goal, one mayhave to backtrack, overcome barriers, and developaplan just as one does when completinga maze. Clientsare now ready to begin the process of goal setting. Nk*ck."--CETA(rine':STAFFDEVELOPMENT72 Setting Goals 2WHERE DO I WANT TO GO?Purpose!Clients need to idgniify realistic short and longrange goalsto be achieved-during training.This activity will teachclients the skill of goal setting and help them set goals.Materials:Setting Goals worksheet, Whee Do I Want to Go? worksheet,and Aids to SuccessfulcoalSOtting worksheet.Time:Approximately forty-five minutes.Pr
71 ocedure:1.Ask clients-to-define-the word
ocedure:1.Ask clients-to-define-the word-4Gifial-1.Encourage them toprovide eRamples of different types of goals, i.e., per-sonal, job-related, education, leisure, shortrange, longrange, etc.One definition of a goal is:"Goals arestatements of the general outcome one desires".2.After defining the word 'Goal', give clients the work-sheet, Where Do I Want to Go?Read the directions aloudand then have clients complete the worksheet.After ithas been completed have clients share what they learned.Discussion questions might include:Whidid you attain some goals and not .others?Were your goals well planned ?.Were your goals set by yourself?Did someone elseset them for you?3.Distribute worxsneet,:Aids to Successful Goal Setting.Discuss with clientsAhe important elements' of goalsetting. et sure clients understand theconcept of fgoal setting so.thet they will set realistic goals forthemselves i4wthe next exercise.4.Have clients complete the worksheet, settingGoals,after reading the directions aloud with them.Encouragethem to-refer to the Aids to Succe
72 ssful GoalSettingworksheet for help in s
ssful GoalSettingworksheet for help in setting realistic, meaningful,goals..4273 Follow-441.Discuss with clients the characteristics of goalsettinglisted on Aids to SuccessfulGoal Setting..Goal settinis difficult for mostpersons because it involves makinga commitment to a course of action.Many CETA clientshave never, attained their goals.This will be a new wayof working for them-and probably throatening.2.Counselors may distiuss individually with clientsthegoals they wish to achieve.Clients may set very vaguegoals such as "to get a job" or "to bea better person".The counselor needs to ask the individualrepeatedly tobe more specific, until4 realistic, tangible goal isarticulated. SETTING tALSTo help you deterMne meaningful goals for yourself,complete thefollowing:WhatWhat ru'd like to happen in one yearList here things you would like to learn to do, satisfying activitiesyou'd like to be involved in, and things you want to strive toward during,the next year. Keeping your values in mind, think in terms of Jobs,recreation, family; education, e
73 tc.What you'd like to happen in one mont
tc.What you'd like to happen in one monthList here things you would like to learn to do, activities you'd like tobe involved in", and things you want to strive toward during the nextmonth. Some of these may be duplications of your first list.CETASTAFF WHERE DO I WANT TO GO?lAtis important -to have goals whenyou are making life,choitesfor today and tomorrpw.'Goals are especially fmportantforgiving direction to ,ou'renergy and fr.Ndetermining how youwill spend your time.Setting goals-can bea Way of gettingthings moving, and goalscan.provide.a yardstick against-whichto measure yourprogress.Describe some aims or goals you have hadin the past, indicating whether.or not you attained them.GoalAttainedNot AttainedCETA707SlurDEVELOPMINT76 i+STO SUCCESSFUL GOAL SETTINGThe following questions should be askedas a goal is being set:%F.1.Is the goal achievable?Can I accomplish it in the timespan I haveet?Does the achievement of the gbal'dependonly on me, and not, onoutside conditionsover which I have no control?2.Do I believe I can achieve this goal?Wil
74 l my skills and abilities be equalto thi
l my skills and abilities be equalto this goal in the timespan. I have set?.Will I know when I have achieved it?Have I set my goal in specific termsand defined when I attain it?4.Do I want to do it?Is the goal one that interests'me and motivates me?What benefits willI get from achieving my goal; do I havetosacrifice anything to achieve it?Is the goal compatible withmyvalues?CETACIL. =ORIENT7 14o:it-Ming V41tms 5Sotting Cools 3LIFELINEPurpose:Goal setting and the accomplishment of thosegoals is an im-portant concept for CETA participants to understand.Thisexercise will have the clients look at theirwhole life span--past, present and futpre--and the critical decisionsthey\have made in it.The emphasis of the exercise ison the personal responsi-bility clients have in influencing,or not influencing,their lives andPthe importance ofgoal setting to theirfuture./Materials:Lifeline worksheet and pencils.Time:Approximately thirty minutes,Procedure? 1.Introduce the concept of lifelinesas a graphic repre-sentation of decisions that clients have made d
75 uring,their lives and the goals they hop
uring,their lives and the goals they hopeto achieve.Re-assure the clients that there are no rightor wrong-approaches to charting their lives.It is importantto remind clients that they should respond honestlyso that the exercise will be significant to them..Have clients complete the Lifeline worksheet,chartingtheirlives from beginning to end usinga line to repre-sent highs and lows.Draw a sample businessprogresschart to show clients how to draw theirlifelines.Have clients indicate year segmentson the bottom lineof the box (see example).Avoid telling clients howto draw their lifelines or when they shouldend. Theseare decisions that each client has to make.0 10 20 30 40 50 60 70 80 90a78 3.After drawing their lifelines, havethe clients codethe worksheet to indicate crit4caldecisions in theirlives,I.4.Mhen'they have completed theirlifelines, have themrespond to the statement,"My lifeline looks Ilko thisbecause..."E2119=t1E,1.After clients have sharedtheir drawings andresponses,bring them. back together andlead a discussion withthewhole group.D
76 iscussion questionsmay include:What have
iscussion questionsmay include:What have you discovered aboutyourself?Recurringanswers to this question reflect therecognition byclients that although theyare unique individuals,'there aremany similarities of personal majoreventsamong, group members.Why is it'important to setgoals throughout our life?Our goals determineour actions in life.The emphasisof this discussion should beon the personal respon-sibility one has forinfluencing, or not influencing,the major events of one'slife.With this recognition,comes an awareness of the importanceof goal settingko ensure controlover one's future.2.Affereompleting thisexercise, clients shouc'd toderstandthe importance o1 settinggoals while they areftETApar-ticipants and their personalresponsibilqy to accomplishthose goals. Li fp.INE\A lifeline is a graphic representation of decisions,events and actions that influence one's life.Most,lifelines differ from one person to another becausewe are each shaped by different events and decisions.I.In the lifeline chart below, let the left edge of the boxrepres
77 entthe beginning of your life, and the r
entthe beginning of your life, and the right edgerepresent the endofyour life.Using the pattern of a business progress chart, drawaline in the box that representsyour past, present, and future..Afteryou have drawn the line:Place (V) to indicate whereyou are now.Place ( + ) at the point of the best decisionyou made.Place (- ) at the point of the worst decision you made.Place (? ) where you see an important decision comingup in the future.3.Now that you have a graphic representation ofyour life, write a responseto the following statement:My lifeline looks like this becausesTAFFDEVElOrmENT80 tiTIME higlOt4bV C941# 4fur ?rThe pie exercise asks clientsto inventorytheir time.Theinformation is needed if clientshope tomove from wherethey are to where they want togo.It raises questionsabout how they live their lives, and how their livesmaychange if they enter a CETA trainingprogram.m4trialst;Blank sheets of paper, 8ll"x11" or larger; pencils.ximo:Approximately one-half hour.Procedure:Have client draw a circle (cm pie) to representadgy. (Seeexample)
78 Then haye the client estimate howmany ho
Then haye the client estimate howmany hours in alaical day he /she spends in the followingareas:- sleeping- eating,-4.at school- leisure activities (examples:- ;at workwatching TV, playing pool, etc.)'- with friends- on miscellaneous activities- with family.(examples:job hunting,shopping, etc.)rHave the client draw slices in the pieto represent propor-tionately the part of the day spenton each area.Remindtheclient that there are only 24 hoOrs ina day and remindthem to be honest.Follow -up:After the client completes the pie, ask the following:questions:1."Are you satisfied with your pie?""If not, how wouldyou change it?"On the same sheet of paper have theclient draw his/her ideal pie of what theywant theirday to be like.'2."What barriers are preventing ybu from realizingyour-.Heal pie?"Have client list these barriers on thepaper between the ."present pie" and the "ideal pie". 3,"What would your pre look like if you enter a CETAtraining program?"govd tho 0Jient drolw 4 CgTA pioto ohow the ch4oge,i!eve the (Therm comp4r0 the 000,AO( it the 04
79 onc 40,441t# to 00V# to the eCTA pio.Poo
onc 40,441t# to 00V# to the eCTA pio.Poouro Oient.4 tali understAng how their Jito Ntyle 'andtho wet) thou too thewill chongo if they enrol.'4 traininv prour4m,lasp gimcuoe it tho °CrtA pile"will help them ro achieve the "ideal pio",Do stress to the client that there is no rightway todi4de up a pie.Each'person lives a different life.The focus of exercise is for clients to lookmore caresfully.at the way they are living their lives andtolook at how their lives will change while they are inCETA training.It is the client's dpctsion to decidcif he wants that change in his life.I ,tPurpose:BUDGETING1k;.',;.11,,SSCETA cl lents need to beaware of the am4LInt,.qkmoneythey'`spend each month to ,determineif their s,tip6rideduringtraining will( meet .tlieirexpenses.This extitci Se willteach the concept of ,budgetingin a very.,!rea.l way ,k.lecauseclientspreparing theirown bud6ets.2.,))Mate4als: 'BudgetingTime:4Procedure:ndMy MOiithlY gadgetApproiimately one'hour.worksheets'\.*Discus's- w41:361i,ts the concept of.:budgetinQuOtpatiS7EliSt9iy4nay. inOltI
80 def,-i.Wha41.,viSticlii*?:'.Is,it.iMPOrt
def,-i.Wha41.,viSticlii*?:'.Is,it.iMPOrtant-to.rnake abudget?'fffso, _why?,..,...-s..Hoy) Man,StOf--,.Yoii-'haveever made a budget?'.....:,,'How,:di.d ,YOu-rnake one?1ea'.'istribute..copi es. of theBudgetingand theMy MonthlyR..4Budget'worksheets to .clients.:Exol a in,- to theM thattheir- total income must equal total expenses.../.,3."Have el ientscomplete theBudp'etingworksheet ,indfv,--idually.They-are to compl te it basedonhoui theyspend ttpirmoney ri hf-nEnc6urage"!clie---clients to beqqhonesebecauu thisOexe.rciseisorthi3m..This exer-.Cise may be arneas a _homework assignment once:clientsunderstand ...what theyareto do.,.I.1,I /,Follow-up:After completion ofthis exercise, counselorsmay wish todiscuss each client'sbudget with themon an 'individualbasiS.The counselor shouldindicate to the -clientonyproblemsNith thebudget and offer suggestionsfor coreec-Wig those problems.This exercise is importantbecauseitI:Tillhelp clients determine1f they can affordto bein a CETA Program.If one's elpensesare much larger than-one's income,a peisonthlige
81 choices:(I) to decreaseexpenlies,f :pos
choices:(I) to decreaseexpenlies,f :possible, (2r to increaseincome (example,part-time `job) or (3)not to enter a CETA trainingprogram.These options shouldbe clearly *explainedto clients'.erp BUDGETIAGe,,When you get paid while worftg in training,you will .find that yourpaychecks vonly go so:far,To help make sure that yospend yourmoney wisy,. it is helpful to make a budget.Abudget'isa plan forsperidingmoney.Spending money seems so easy to do.And that is.the problem!, Itis easy to.spend money.It is so easy that before we'know it allourmoney it gone..;When you have a budget, and stick to it,you have somehow fastspend the money, a90 where, ys,o,u spend itY"planAs'you begin to plan your monthly budget, remembera few_things:Notice that6 things on the budgetTdo at come upevery Month,-such'71asdoctorandedtist care,fu`ittrr.q, and new.clottilt."13utto help..,,,'plan'for these expenses, you should guesshow mucp611 are going to qspeedon the'se things for.the coming year.Then divide thote-amounts:by:1Z to.cOme-Up with the costper month.control overO
82 nceknOW how much your expenses are gaiRg
nceknOW how much your expenses are gaiRg6 b, then.You canAecide hoW you are going to spend t#6:7rettp,..:your monthlyincome.fit-Remember :734Only,:can spend-.4:400 as you make each month.Somake sure- your budget balances!Developed by the CETA Staff DeV;alopthent Project,October 197985 Income4,41/-,Take Home Pay.'Other IncomeTOTAL:ExpensesRen.Telephone....Gas, Electricity, Water.Household Suppl ies ,Other'Furniture.....FoodGroceriesOutside MealsClothingNewr.Laundry & Cleaning.Personal4!Grooming & Cosmetics.MeDodicctoarlDentist......Drugs & Health Products..Medical Insurance.Tr'ansportationCar Payment..letGas, Oil, Upkeee.Car InsuranceBus, Train, TaxiaresChild CareEduLation& RecreationDances, Sports, Hobbies.School,.:...Church/ Cbari tyDebtsCredit Card PaymentsOther Loans.Other ItemsSavings.Total Ingo* Must .Equal total Expensessped'Developed by CETStaff, Develormenti Project, October,t'1,TOTAL: Purpose:BARRIER.IDENTIFICATIGNAs. clients considerenteringto identify roadblocks Whichceeding. 'This exercise willbarriers,Setqn4 Goals 6CETA traini
83 nr7,:it is helpfulmight prevent them frO
nr7,:it is helpfulmight prevent them frOmsuc-help clientS. identifythogeMaterials:Roadblocks to be Removed worksheet.chalkboard, and'pencilst,Time:Procedure:Approximately thirty minutes.err.44large sheet of paper or.rf.Explainto,clients that when people startsomething new,they need to identify barrierswhich might prevent themfronlbeing successful.The situation will .be thesamefor clients as they start-training.Have them thinkfor a.minute or two of things theymay need to take careof before entrance into,CETPC.gave thenfbrainstorm,using the following statement:,13eforetitIrlterCEUItrairthlgI needeigl'A,)"Have clients comete/this statemeipt withany needs orbarriers they)can think of.List the responses from the-group on a large sheetof paper4or.chal.kboard.In brain-stormin9', all re4odsesare accepted,A# facq value, writ-ten, and are not commented.ort Ikncourage clients toaccept'this p4Ocess atd just tHlWreely,illrn° .LtI.Give clients copies of the i4oadbioCRstO be Removed work-sheet and havethem,completeit.. There'isspace forclients to describ
84 e othertarriers.which may have beenliste
e othertarriers.which may have beenlisted earlier.during braintormit.Follow-up:After completion of Pie exercise,counselors mayNwant tomeet with clients individually to discussidentified barriersand to developa pl64 for overcoming them. Before a person enters. CETA training-or takesa job, there are certainroadblocks that may need to be removedAListedbelow are, needthat you,maYhave..Check off those that are appropriate toyou.Your counselor will talkwith you to help yqu find ways of overcomingthese-barriers so that you maysuccessfully complete training and finda job.Check` ff what you need beforeentopce4 into training or placementon a job:I need my children cared for whileI am in training or working.I need money for food, rent, bills,"etc.I need transportation to training.I need46me place to, stay.I neecraleacn,skills neededfor the job that interestsme.14,4,Ineeden g and math skills,IL"I neeWghatjtkIwould Like to train for.I net(:41)sI can do becauie of my health.(For example,I have a heaFt conditiohl/.aman epirlreeptid; I am pgnant.);,..p4Pe