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 3.7 CAREER SUCCESS STANDARDS

 
 

 Purpose

 

P1. To provide students with a center culture that regularly fosters opportunities to learn and practice a set of behavioral expectations that support employability and social development for career success.

 

 Requirements

 

R1. Required Career Success Standards

Centers must ensure students leave Job Corps with proficiency in the following eight Standards and associated competencies:

a. Workplace Relationships and Ethics

1. Standard: The student will leave Job Corps with the ability to productively interact with co-workers and deal with problems and situations with honesty, integrity, and responsibility.

2. Competencies:

(a) Follows and promotes workplace policies and procedures, including good attendance, being on time, and dressing appropriately for the job.

(b) Understands and supports organizational goals and structure and follows the chain-of-command.

(c) Observes and practices safety standards.

(d) Develops productive relationships with members of his or her team.

(e) Responds well to supervision.

(f) Maintains confidentiality and personal trustworthiness.

(g) Understands and supports the concept of customer service.

b. Interpersonal Skills

1. Standard: The student will leave Job Corps with the ability to get along with others and adjust to a variety of social and professional situations.

2. Competencies:

(a) Takes an active role when working in teams.

(b) Exhibits friendly behaviors and works well within the culture of a group.

(c) Recognizes and respects individual differences and viewpoints.

(d) Manages and resolves conflict with varied negotiation techniques.

(e) Demonstrates flexibility in adjusting to a variety of situations.

(f) Recognizes and manages emotions such as sadness, depression, frustration, and anger.

c. Personal Growth and Development

1. Standard: The student will leave Job Corps with the personal skills, attributes, and behaviors that foster confidence and drive for life-long growth.

2. Competencies:

(a) Uses knowledge of personal strengths, weaknesses, and values in decision- making.

(b) Demonstrates resilience when receiving both positive and negative feedback.

(c) Maintains a healthy lifestyle by managing physical, emotional, and social aspects of daily life.

(d) Uses social networks when balancing work and personal life.

(e) Exhibits self-respect and a positive self-esteem.

(f) Takes initiative and uses opportunities for advancement.

d. Independent Living

1. Standard: The student will leave Job Corps capable of finding, managing, and using the resources needed to maintain employment, satisfy physical and emotional needs, and lead a productive life as an independent adult.

2. Competencies:

(a) Plans and manages time, money, and other resources to support independent living.

(b) Uses available resources to find housing, childcare, transportation, employment, and to make informed consumer decisions.

(c) Makes educated life choices concerning nutrition, fitness, health care, parenting, and sexual responsibility.

(d) Creates and maintains an appropriate support network.

(e) Uses creative problem-solving skills.

e. Career and Personal Planning

1. Standard: The student will leave Job Corps with his/her My Pathway to Achieving Career Excellence (MyPACE) Career Plan and a completed Pathway Achievement Record (PAR), fully prepared to transition to his/her mid-term goal and to effectively access resources and services that will assist him/her in making a successful transition.

2. Competencies:

(a) Sets and redefines short-, mid- and long-term goals.

(b) Acquires, organizes, interprets, and evaluates information from MyPACE career assessments and work-based learning experiences.

(c) Completes MyPACE PAR activities that support career planning in the student's chosen career placement pathway (mid-term goal). 

f. Communications

1. Standard: The student will leave Job Corps with the ability to listen actively, follow directions, and communicate with others to solve problems and accomplish tasks.

2. Competencies:

(a) Expresses and supports ideas through oral, written, and nonverbal communication, such as body language, volume, and tone.

(b) Responds to and acknowledges other people’s views.

(c) Follows directions and asks for clarification.

(d) Understands, uses, and explains procedures.

(e) Uses appropriate language when addressing different audiences.

(f) Demonstrates active listening skills.

g. Multicultural Awareness

1. Standard: The student will leave Job Corps valuing diversity, practicing cultural sensitivity, and able to work with people of different backgrounds and cultures.

2. Competencies:

(a) Understands and appreciates a variety of cultural perspectives and how those enhance productivity.

(b) Demonstrates the ability to value diversity in the workplace.

(c) Understands cultural differences in communication styles.

(d) Positively interacts and fosters relationships with people of different backgrounds.

h. Information Management

1. Standard: The student will leave Job Corps with the ability to interpret and evaluate data, organize and maintain information, and use technology to perform work.

2. Competencies:

(a) Obtains information from existing sources, including the Internet.

(b) Evaluates the relevancy, accuracy, and appropriate use of data.

(c) Organizes, maintains, and uses information.

(d) Demonstrates capacity to connect data to personal and professional success.

R2. Strategies for Delivery

Centers must adopt strategies that provide diverse opportunities for each student to learn, practice, and develop competencies to meet all eight Career Success Standards via:

a. Integration of the standards into all phases of the program and all departments on center, including MyPACE career pathway preparation activities 

b. Integration of the standards into formal academic and career technical skills instruction

c. Individual and group lessons or project assignments, held during and after the training day and on weekends, to help students master competencies in all standards

d. Clearly established performance levels (correlated to the Evaluation of Student Progress) for competencies, tasks, assigned projects, and/or activities

e. Addressing the needs of students who have difficulty progressing by addressing and documenting these in the student evaluations and Center Information System (CIS) Case Notes

f. Methods for evaluating the effectiveness of the design and delivery of the Career Success Standards that are in place

Centers must not establish a stand-alone class to teach to the standards. The standards must be integrated into all training and center activities.

R3. Center Culture

Centers must establish behavioral expectations that promote a safe, respectful, and goal- oriented culture that fosters personal responsibility and mutual growth. Center culture must be maintained by:

a. The use of positive peer influence to establish shared assumptions and behavioral expectations.

b. The consistent modeling and mentoring of behavioral norms by all center staff.

c. Promoting an environment where students gain a sense of belonging and self-esteem.