Blueprint

for Life/Work

Designs

Blueprint

for Life/Work

Designs

www.blueprint4life.ca1-888-533-5683

www.blueprint4life.ca1-888-533-5683

Origins of the BlueprintOrigins of the Blueprint

America’s Career Resource Network (ACRN) 1988-2002

National Life/Work Centre Human Resources

Development Canada (HRDC)

Canada Career Information Partnership (CCIP)

National Blueprint Advisory Group 1998-2002

America’s Career Resource Network (ACRN) 1988-2002

National Life/Work Centre Human Resources

Development Canada (HRDC)

Canada Career Information Partnership (CCIP)

National Blueprint Advisory Group 1998-2002

What is the Blueprint for

Life/Work Designs?

What is the Blueprint for

Life/Work Designs?The Blueprint is a national framework of

competencies individuals need to effectively and proactively build their

lives and careers.

The concept “life/work designs” suggests that: life and work, though at times distinct, are

not separate; life and work are best “designed” in

harmony; and life/work can be “designed” (recognizing

that not all designs reach full fruition) and continuously re-designed.

The Blueprint is a national framework of competencies individuals need to

effectively and proactively build their lives and careers.

The concept “life/work designs” suggests that: life and work, though at times distinct, are

not separate; life and work are best “designed” in

harmony; and life/work can be “designed” (recognizing

that not all designs reach full fruition) and continuously re-designed.

Why do we need a Blueprint?Why do we need a Blueprint?

• When intentional, career development is about actively creating the life one wants to live and the work one wants to do.

• When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing!

• When intentional, career development is about actively creating the life one wants to live and the work one wants to do.

• When unintentional career development occurs anyway—none of us can avoid learning, experiencing, living, working and changing!

To help make career development intentional

To help make career development intentional

Why do we need a Blueprint?Why do we need a Blueprint?

The Blueprint provides both the architecture and the conceptual organizer for all career-relevant

activity in Canada. It is the stadium, field and bases for the

ballgame that career practitioners play. Without the Blueprint, the

integration, coordination and tracking of career development across the lifespan will return to what it was - and that isn't good

enough in the modern world. Dr. Bruce Cassie, OISE

The Blueprint provides both the architecture and the conceptual organizer for all career-relevant

activity in Canada. It is the stadium, field and bases for the

ballgame that career practitioners play. Without the Blueprint, the

integration, coordination and tracking of career development across the lifespan will return to what it was - and that isn't good

enough in the modern world. Dr. Bruce Cassie, OISE

What’s the connection between the Blueprint and the Canadian Standards

and Guidelines?

What’s the connection between the Blueprint and the Canadian Standards

and Guidelines?The Canadian Standards and Guidelines

for Career Development Practitioners is a parallel initiative

The Canadian Standards and Guidelines for Career Development Practitioners

is a parallel initiative

• Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals.

• The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services.

• Both frameworks use competencies as the foundation in mapping out outcomes from services or professionals.

• The Canadian Standards and Guidelines maps out competencies expected from a qualified career development practitioner while the Blueprint focuses on competencies people can expect to learn from career development services.

ComparisonsComparisons

• Focuses on what the practitioner needs in order to help people achieve personal CD outcomes

• Applies to practitioner preparation & training

• Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes

• Focuses on what the practitioner needs in order to help people achieve personal CD outcomes

• Applies to practitioner preparation & training

• Focuses on knowledge, skills and attitudes needed by professionals to deliver Blueprint outcomes

• Focuses on the outcomes of quality service from CD services & products

• Applies to different levels and age ranges, i.e. elementary through to adulthood

• Assists with implementation of services by focusing on outcomes expected from CD services or products

• Focuses on the outcomes of quality service from CD services & products

• Applies to different levels and age ranges, i.e. elementary through to adulthood

• Assists with implementation of services by focusing on outcomes expected from CD services or products

CSGCDPCSGCDP BlueprintBlueprint

Objectives of the BlueprintObjectives of the Blueprint

1. To describe the career development competencies and indicators needed by Canadians throughout their lives - using common career development “language” across Canada

1. To describe the career development competencies and indicators needed by Canadians throughout their lives - using common career development “language” across Canada

Objectives of the BlueprintObjectives of the Blueprint

2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in:

K-12 schools post-secondary institutions community organizations business organizations government organizations

2. To support the development (or redesign) and implementation of effective, comprehensive and accountable career development programs and services in:

K-12 schools post-secondary institutions community organizations business organizations government organizations

Overview of the Blueprint Framework

Overview of the Blueprint Framework

11 COMPETENCIES organized

into 3 Blueprint AREAS:A. Personal ManagementB. Learning and Work

ExplorationC. Life/Work Building

11 COMPETENCIES organized

into 3 Blueprint AREAS:A. Personal ManagementB. Learning and Work

ExplorationC. Life/Work Building

The 11 BlueprintCompetencies

The 11 BlueprintCompetencies

A. Personal Management

1 Build and maintain a positive self-concept;

2 Interact positively and effectively with others;

3 Change and grow throughout one’s life.

A. Personal Management

1 Build and maintain a positive self-concept;

2 Interact positively and effectively with others;

3 Change and grow throughout one’s life.

The 11 BlueprintCompetencies

The 11 BlueprintCompetencies

B. Learning and Work Exploration

4 Participate in lifelong learning supportive of life-work goals

5 Locate and effectively use life-work information

6 Understand the relationship between work and society/economy

B. Learning and Work Exploration

4 Participate in lifelong learning supportive of life-work goals

5 Locate and effectively use life-work information

6 Understand the relationship between work and society/economy

C. Life/Work Building

7 Secure/create and maintain work

8 Make life/work enhancing decisions

9 Maintain balanced life and work roles

10 Understand the changing nature of life work roles

11 Understand, engage in and manage one’s own career building process

C. Life/Work Building

7 Secure/create and maintain work

8 Make life/work enhancing decisions

9 Maintain balanced life and work roles

10 Understand the changing nature of life work roles

11 Understand, engage in and manage one’s own career building process

The 11 BlueprintCompetencies

The 11 BlueprintCompetencies

Developmental Overview

Four LEVELS in Blueprint Framework

• Level 1 (Early Years)• Level 2 (Up to Early

Adolescence)• Level 3 (Up to Late Adolescence)• Level 4 (Up to Adulthood)

Note: Needs determination may be basedon vocational maturity rather than on age.

Four LEVELS in Blueprint Framework

• Level 1 (Early Years)• Level 2 (Up to Early

Adolescence)• Level 3 (Up to Late Adolescence)• Level 4 (Up to Adulthood)

Note: Needs determination may be basedon vocational maturity rather than on age.

Competencies by Area and Level and Learning Stage

COMPETENCIES LEVEL I LEVEL II LEVEL III LEVEL IV

AREA A: PERSONAL MANAGEMENT

1. BUILD AND MAINTAIN APOSITIVE SELF-IMAGE

1.1 Build a positive self-imagewhile discovering its influenceon self and others.

1.2 Build a positive self-imageand understand its influenceon one’s life and work.

1.3 Develop abilities to maintain apositive self-image.

1.4 Improve on abilities tomaintain a positive self-image.

2. INTERACT POSITIVELY ANDEFFECTIVELY WITH OTHERS

2.1 Develop abilities for buildingpositive relationships in one’slife (I).

2.2 Develop abilities for buildingpositive relationships in one’slife (II).

2.3 Develop abilities for buildingpositive relationships in one’slife and work.

2.4 Improve abilities for buildingpositive relationships in one’slife and work.

3. CHANGE AND GROWTHROUGHOUT ONE’S LIFE

3.1 Discover that change andgrowth are part of life.

3.2 Learn to respond to changeand growth (I).

3.3 Learn to respond to changeand growth.

3.4 Develop strategies forresponding to life and workchanges.

AREA B: LEARNING AND WORK EXPLORATION

4. PARTICIPATE IN LIFE-LONGLEARNING SUPPORTIVE OFLIFE/WORK GOALS

4.1 Discover “lifelong learning“and its contributions to one’slife and work.

4.2 Link life-long learning to one’slife/work scenarios, bothpresent and future.

4.3 Link life-long learning to one’scareer building process.

4.4 Participate in continuouslearning supportive oflife/work goals.

5. LOCATE AND EFFECTIVELYUSE LIFE/WORK INFORMATION

5.1 Discover and understandlife/work information.

5.2 Locate, understand and uselife/work information.

5.3 Locate, interpret, evaluateand use life/work information(I).

5.4 Locate, interpret, evaluateand use life/work information(II).

6. UNDERSTAND THERELATIONSHIP BETWEENWORK AND SOCIETY/ECONOMY

6.1 Discover how workcontributes to individuals andthe community.

6.2 Understand how workcontributes to the community.

6.3 Understand how societal andeconomic needs influence thenature and structure of work(I).

6.4 Understand how societal andeconomic needs influence thenature and structure of work(II).

AREA C: LIFE/WORK BUILDING

7. SECURE/CREATE ANDMAINTAIN WORK

7.1 Explore effective workstrategies.

7.2 Develop abilities to seek andobtain/create work.

7.3 Develop abilities to seek,obtain/create and maintainwork.

7.4 Improve on abilities to seek,obtain/create and maintainwork.

8. MAKE LIFE/WORK ENHANCINGDECISIONS

8.1 Explore and improve decisionmaking.

8.2 Link decision making tolife/work building.

8.3 Engage in life/work decisionmaking.

8.4 Incorporate adult life reality intolife/work decision making.

9. MAINTAIN BALANCED LIFE ANDWORK ROLES

9.1 Explore and understand theinterrelationship of life roles(I).

9.2 Explore and understand theinterrelationship of life roles(II).

9.3 Link lifestyles and life stagesto life/work building.

9.4 Incorporate the “balancedlife/work“ issue in life/workbuilding.

10. UNDERSTAND THE CHANGINGNATURE OF LIFE/WORK ROLES

10.1 Discover the nature oflife/work roles.

10.2 Explore non-traditionallife/work scenarios.

10.3 Understand and learn toovercome stereotypes inlife/work building (I).

10.4 Understand and learn toovercome stereotypes inlife/work building (II).

11. UNDERSTAND, ENGAGE INAND MANAGE ONE’S OWNLIFE/WORK BUILDINGPROCESS

11.1 Explore the underlyingconcepts of the life/workprocess.

11.2 Understand and experiencethe process of life/workbuilding.

11.3 Recognize and take charge ofone’s life/work buildingprocess.

11.4 Manage one’s life/workbuilding process.

The Big Picture

Competencies at each level

Competency 8: Make Life/Work Enhancing Decisions

Level One:Explore decision makingLevel Two:Link decision making to

life/work buildingLevel Three: Engage in life/work decision

makingLevel Four: Incorporate adult life reality

into life/work decision making

Competency 8: Make Life/Work Enhancing Decisions

Level One:Explore decision makingLevel Two:Link decision making to

life/work buildingLevel Three: Engage in life/work decision

makingLevel Four: Incorporate adult life reality

into life/work decision making

4-Stage Learning Process Taxonomy

(at each of the four levels)

Acquisition (acquire, explore, understand, discover)

Application (apply, demonstrate, experience, express, participate)

Personalization (integrate, appreciate, internalize, personalize)

Actualization (create, engage, externalize, improve, transpose)

(Progression in learning happens as one moves throughthe stages in this order)

Acquisition (acquire, explore, understand, discover)

Application (apply, demonstrate, experience, express, participate)

Personalization (integrate, appreciate, internalize, personalize)

Actualization (create, engage, externalize, improve, transpose)

(Progression in learning happens as one moves throughthe stages in this order)

Stage a: Acquisition

• Student acquires knowledge and understands the knowledge acquired. This stage presents the student with the information that may later serve as the basis for behavior, learning integration, and self-actualization.

Example:• Carpentry student masters formulas

for determining tread and riser dimensions for stairway installation.

• Student acquires knowledge and understands the knowledge acquired. This stage presents the student with the information that may later serve as the basis for behavior, learning integration, and self-actualization.

Example:• Carpentry student masters formulas

for determining tread and riser dimensions for stairway installation.

Stage b: Application

• Student demonstrates acquisition by putting into action knowledge acquired. Moving from the dimension of know-ing into the dimension of know-how characterizes this stage.

Example:• Carpentry student uses tread/riser

formula to determine stairway requirements for an assigned building project.

• Student demonstrates acquisition by putting into action knowledge acquired. Moving from the dimension of know-ing into the dimension of know-how characterizes this stage.

Example:• Carpentry student uses tread/riser

formula to determine stairway requirements for an assigned building project.

Stage c: Personalization

• Student integrates acquired and applied knowledge and re-examines and evaluates that knowledge. At this stage student will either make the learning his/her own or reject it. Skill becomes part of who she/he is.

Example:• Carpentry student is able to determine

how the riser/tread formula can be used in some of his/her construction projects

• Student integrates acquired and applied knowledge and re-examines and evaluates that knowledge. At this stage student will either make the learning his/her own or reject it. Skill becomes part of who she/he is.

Example:• Carpentry student is able to determine

how the riser/tread formula can be used in some of his/her construction projects

Stage d: Actualization

• At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage.

Example:• Carpentry student or carpenter uses

the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems

• At this stage the student/graduate is approaching full potential. Transforming, inventing, conceptualizing, creating occur at this stage.

Example:• Carpentry student or carpenter uses

the riser/tread formula as one of many skills to create new products or creatively solve multi-dimensional construction problems

Stage a ACQUISITION

8.1 a1 Understand how choices are made8.1 a2 Explore what can be learned from

experiences8.1 a3 Explore what might interfere with

attaining goals8.1 a4 Explore strategies used in solving

problems8.1 a5 Explore alternatives in decision-

making situations8.1 a6 Understand how personal beliefs and

attitudes influence decision-making

8.1 a7 Understand how decisions affect self and others

Stage a ACQUISITION

8.1 a1 Understand how choices are made8.1 a2 Explore what can be learned from

experiences8.1 a3 Explore what might interfere with

attaining goals8.1 a4 Explore strategies used in solving

problems8.1 a5 Explore alternatives in decision-

making situations8.1 a6 Understand how personal beliefs and

attitudes influence decision-making

8.1 a7 Understand how decisions affect self and others

Competency 8:Level 1: Explore and improve decision-

making

Stage a: ACQUISITION (8.1 a1-a7)

Stage b: APPLICATION 8.1 b1 Assess what might interfere with

attaining one’s goals8.1 b2 Apply problem-solving strategies8.1 b3 Make decisions and take

responsibility for them

Stage a: ACQUISITION (8.1 a1-a7)

Stage b: APPLICATION 8.1 b1 Assess what might interfere with

attaining one’s goals8.1 b2 Apply problem-solving strategies8.1 b3 Make decisions and take

responsibility for them

Competency 8:Level 1: Explore and improve decision-

making

Stage a: ACQUISITION (8.1 a1-a7)

Stage b: APPLICATION (8.1 b1-b3)

Stage c: PERSONALIZATION8.1 c1 Examine one’s problem-solving

strategies and evaluate their impact on the attainment of one’s goals

8.1 c2 Evaluate the impact of personal decisions on self and on others

Stage a: ACQUISITION (8.1 a1-a7)

Stage b: APPLICATION (8.1 b1-b3)

Stage c: PERSONALIZATION8.1 c1 Examine one’s problem-solving

strategies and evaluate their impact on the attainment of one’s goals

8.1 c2 Evaluate the impact of personal decisions on self and on others

Competency 8:Level 1: Explore and improve decision-

making

Stage a: ACQUISITION (8.1 a1-a7)

Stage b: APPLICATION (8.1 b1-b3)

Stage c: PERSONALIZATION (8.1 c1-c2)

Stage D: ACTUALIZATION8.1 D1 Engage in a responsible decision-

making process

Stage a: ACQUISITION (8.1 a1-a7)

Stage b: APPLICATION (8.1 b1-b3)

Stage c: PERSONALIZATION (8.1 c1-c2)

Stage D: ACTUALIZATION8.1 D1 Engage in a responsible decision-

making process

Competency 8:Level 1: Explore and improve decision-

making

Measurable StandardsCompetency 8:

Level Three: Engage in life/work decision making

8.3 a8 Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities/ alternatives.

Possible standard for grade ten students:

Students will be able to explain HB Gelatt’s 4 rules of the road never taken” and describe a personal metaphor for their own life/work journey (river, sea, roller coaster, dice, etc.)

Competency 8:Level Three: Engage in life/work decision

making

8.3 a8 Explore how being positive about the future and its uncertainties may lead to creative and interesting possibilities/ alternatives.

Possible standard for grade ten students:

Students will be able to explain HB Gelatt’s 4 rules of the road never taken” and describe a personal metaphor for their own life/work journey (river, sea, roller coaster, dice, etc.)

CompetenciesOutlined in BlueprintCompetenciesOutlined in Blueprint

IndicatorsOutlined in Blueprint

IndicatorsOutlined in Blueprint

StandardsCreated at a local level- Must be measurable -

StandardsCreated at a local level- Must be measurable -

Different Things to Different PeopleDifferent Things

to Different People

Competency Framework or Competency Framework or MapMap

Planning Process for Planning Process for AdministratorsAdministrators

& Practitioners& PractitionersGuidelines for DevelopersGuidelines for DevelopersCriteria for Purchasing Criteria for Purchasing

DecisionsDecisionsMeasurables for ResearchersMeasurables for ResearchersMigration - Common Migration - Common

LanguageLanguageAppendicesAppendices

Competency Framework or Competency Framework or MapMap

Planning Process for Planning Process for AdministratorsAdministrators

& Practitioners& PractitionersGuidelines for DevelopersGuidelines for DevelopersCriteria for Purchasing Criteria for Purchasing

DecisionsDecisionsMeasurables for ResearchersMeasurables for ResearchersMigration - Common Migration - Common

LanguageLanguageAppendicesAppendices

A. Determine individual client/ student life/work

competencies and develop plans to address gaps

B. Review a career development product

to determine the competencies it targets

A. Determine individual client/ student life/work

competencies and develop plans to address gaps

B. Review a career development product

to determine the competencies it targets

Ways to Use the Blueprint (Page 13 QRG)

C. Review an existing specific program or curriculum

D. Create a specific program

E. Review an existing comprehensive delivery

system

C. Review an existing specific program or curriculum

D. Create a specific program

E. Review an existing comprehensive delivery

system

Ways to Use the Blueprint (Page 13 QRG)

Blueprint Planning ProcessBlueprint Planning ProcessPlanning Programs and Services

* Adapted from CCDF’s Choosing Interventions: The Process (1998) by Lorraine Haché of OPTIMUM Human Resources Inc.

Step 1Assess Client Needs

Step 2Revisite Mandate

Step 4Strategize Program

and ServiceImprovements

Step 3Assess Programs and

Services

Flo

atin

g S

tep

IIS

trat

egiz

e M

arke

ting

and

Obt

ain

Sup

port

Flo

ating

Step

IA

ssure Organizational

Readiness

Full Edition (8 Chapters, 7 Appendices, 550 pages)Quick Reference Guide

(QRG)Blueprint Facilitator’s GuideBlueprint BrochureBlueprint Wall ChartInteractive CD ROMWebsite

www.blueprint4life.ca

Full Edition (8 Chapters, 7 Appendices, 550 pages)Quick Reference Guide

(QRG)Blueprint Facilitator’s GuideBlueprint BrochureBlueprint Wall ChartInteractive CD ROMWebsite

www.blueprint4life.ca

Blueprint ComponentsBlueprint Components

Chap 1 Background, Trends, Overview

Chap 2 Program ModelChap 3 PlanningChap 4 Development/RedesignChap 5

Implementation/EvaluationChap 6 MarketingChap 7 Best Practices (K-12)

Chap 8 Best Practices (Adult Settings)

Chap 1 Background, Trends, Overview

Chap 2 Program ModelChap 3 PlanningChap 4 Development/RedesignChap 5

Implementation/EvaluationChap 6 MarketingChap 7 Best Practices (K-12)

Chap 8 Best Practices (Adult Settings)

Blueprint Full EditionBlueprint Full Edition

Blueprint AppendicesBlueprint Appendices

App A Competencies and Indicators

App B Learning Taxonomy-Verbs

App C Sample FormsApp D Skills Frameworks-LinksApp E PortfoliosApp F Sample Career

ResourcesApp G Canadian Standards

and Guidelines

App A Competencies and Indicators

App B Learning Taxonomy-Verbs

App C Sample FormsApp D Skills Frameworks-LinksApp E PortfoliosApp F Sample Career

ResourcesApp G Canadian Standards

and Guidelines

Levels of Blueprint UseBlueprint Facilitators

– People who are using the Blueprint and wish to give presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence …

 Blueprint Users– Professionals/organizations who are engaged in

career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence …

Blueprint Recipients– People who will benefit from using the Blueprint

competencies for themselves or for their organization/group.

Blueprint Facilitators– People who are using the Blueprint and wish to give

presentations and workshops to professionals / organizations interested in using the Blueprint. They are the ones who will follow the Blueprint Facilitator’s Guide – Implementation Workshop. They influence …

 Blueprint Users– Professionals/organizations who are engaged in

career development and/or see the benefits of using the Blueprint with people they work with. They are the ones who will be following Blueprint information sessions or other specific workshops. They influence …

Blueprint Recipients– People who will benefit from using the Blueprint

competencies for themselves or for their organization/group.

Blueprint

for Life/Work

Designs

Blueprint

for Life/Work

Designs

www.blueprint4life.ca1-888-533-5683

www.blueprint4life.ca1-888-533-5683