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P1. To provide students with relevant information and experiences in in-demand industry sectors and occupations or the Armed Forces that lead to successful careers, economic self-sufficiency and opportunities for career advancement.

P2. To assist students in setting short- and long-range goals that will lead to viable career paths and/or postsecondary education.

P3. To assist students in choosing academic pathways and career technical training programs in-demand industry sectors and occupations or the Armed Forces that lead to successful careers and are suited to the student’s interests, capabilities, and career goals.​




R1. Career Exploration

Centers must provide all new students with:

a. A variety of career exploration activities designed to provide information and practical experiences that assist students in understanding various factors to consider when making a career choice and setting career goals, including:

1. Using labor market information to identify and assess career opportunities

2. Recognizing the relationship of goal setting to career planning

3. Understanding the importance of education and training to career success

4. Applying employability and information technology skills to be successful in the workplace

5. Assessing personal interests, aptitudes, and values to assist in making a career choice

b. An overview of center career technical offerings in each area in which the student expresses an interest. This overview must include information on the following subjects:

1. Wages

2. Working conditions, including physical requirements

3. Required technical training and academic skills

4. Advancement potential

5. Related career technical offerings, postsecondary training, and related careers in the industry

6. Industry-recognized certifications

7. Employment outlook, labor market information, and available placement services offered in the geographical areas to which the student is likely to return

8. Practice of general safety

9. Use of hand tools

10. Equipment safety

c. Work-based learning experiences (see Appendix 308​), such as:

1. Structured hands-on experience for each career technical area in which the student expresses an interest; no hands-on experience with power tools or moving equipment will be allowed except under the direct supervision of the instructor

2. Workplace tours, employer presentations, and job shadowing to help students refine their career objectives and focus on a specific career technical area

d. Goal-setting activities and career counseling to assist students in making informed choices on career technical areas to consider

e. A visit to the nearest One-Stop Career Center/American Job Center to acquaint students with career exploration, training, job placement, and other services and resources available to them; if a One-Stop/American Job Center is not available in the vicinity, centers must provide opportunities for students to access a virtual One-Stop/American Job Center via the Internet

R2. Student Personal Career Development Plan

a. Centers must collaborate with each student to initiate a Personal Career Development Plan (PCDP), which must document the student’s personal career goals, training needs, challenges, and progress and accomplishments throughout enrollment and the post-center Career Transition Period.

At a minimum, the PCDP must include:

1. Student career goals

2. Desired geographic residence/work location

3. Student entry status regarding:

(a) Pre-enrollment educational attainment/credentials

(b) TABE results

(c) Information technology skills assessment results

(d) Previous employment/skills

(e) English language proficiency

(f) Driver license

(g) Career goals

4. Student interests, aptitudes, and career technical preferences and choices

5. Student training needs to achieve career goals

(a) Academic

(b) Career technical training

(c) Career Success Standards

(d) Job search skills

(e) Information technology (IT) skills

6. Short-term goals

7. Progress/accomplishments/achievements

8. Career transition needs/challenges/strategies

(a) Housing

(b) Transportation

(c) Child care

(d) Health care

(e) Work clothing and tools

(f) Food and nutrition

(g) Budgeting/money management

(h) Counseling/mentoring

(i) Job retention skills 

(j) Legal services

b. During the Career Preparation Period, staff will assist students in identifying initial career goals and developing personalized strategies to reach those goals through:

1. An individualized schedule of appropriate academic and career technical training

2. Exposure, practice, and experiences to meet the Career Success Standards

3. Personal and career counseling to develop appropriate strategies and identify resources to address issues

c. Students must update their Personal Career Development Plans (PCDP) on an ongoing basis, in cooperation with appropriate staff, no less frequently than at each student’s regularly scheduled progress evaluation.

d. The PCDP must be updated and maintained using the Job Corps Center Information System (CIS). Students must be provided copies of their PCDPs whenever changes are made to the plan and at separation.

R3. Assignment to a Career Technical Training Program

Centers must:

a. Schedule students to their first choice of career technical training program, if feasible, when they are determined to be ready for the Career Development Period (CDP), but no later than 60 days following center enrollment.

b. When the student’s first choice is not available, the student shall be assigned to a career technical training program that is directly related to his or her first choice, or to his or her second choice.

c. Maintain a log of all students not assigned to career technical training programs within 60 days of enrollment, within the career technical training waitlist section of CIS. The list must show the students’ names, dates of arrival, dates of assignment to career technical training programs, and reasons for delay.



Appendix 308 Acceptable Work-Based Learning Activities