Career management course syllabus. eng

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Career management course syllabus. eng

  1. 1. 1 Final Version Project title: Developing Student Career Services in Georgia (CASEDE) Project number: 530566-TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001) Project WP3: Development of Career Education Tools STUDENT CAREER COMPETENCIES DEVELOPMENT PROGRAMME I. GENERAL INFORMATION DEVELOPER(S) OF THE PROGRAMME The programme was developed under the TEMPUS project “Developing Student Career Services in Georgia” (No. 530566- TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001) Project coordinator: Vilnius University (LT) EU project partner institutions: - Corvinus University of Budapest (HU) - University of Essex (UK) PERIOD OF REFERENCE The programme is approved in 2013 by Georgian project partner institutions: - Batumi Shota Rustaveli State University (GE) - International Black Sea University (GE) - Ivane Javakhishvili Tbilisi State University (GE) - Samtske-Javakheti State Teaching University (GE) - Shota Meskhia State Teaching University of Zugdidi (GE) - Iakob Gogebashvili Telavi State University (GE) - University of Georgia (GE) CYCLE/LEVEL For the 1st cycle students II. PILOT STUDENT CAREER MANAGEMENT COURSE DESCRIPTION TYPE OF COURSE (compulsory, optional) Optional INSTITUTIONS WHERE THE COURSE IS DELIVERED The course is going to be delivered at the following Georgian project partner institutions: - Batumi Shota Rustaveli State University (GE) - International Black Sea University (GE) - Ivane Javakhishvili Tbilisi State University (GE) - Samtske -Javakheti State Teaching University (GE) - Shota Meskhia State Teaching University of Zugdidi (GE) - Iakob Gogebashvili Telavi State University (GE) - University of Georgia (GE) MODE OF DELIVERY SEMESTER OR PERIOD WHEN THE COURSE IS DELIVERED LANGUAGE OF INSTRUCTION Face-to-face learning The course is going to be taught 15 weeks in 2013/2014 academic year, Spring semester Georgian, English PREREQUISITES FOR STUDENT COREQUISITES FOR STUDENT English intermediate (level B1) No corequisites
  2. 2. 2 NUMBER OF ECTS CREDITS ALLOCATED TOTAL STUDENT WORKLOAD CONTACT WORKING HOURS INDEPENDENT WORKING HOURS 2 ECTS 50 hours 30 hours 20 hours PURPOSE OF THE COURSE To develop personal career management competencies, to enhance student employability and career success. LEARNING OUTCOMES TEACHING AND LEARNING METHODS ASSESSMENT METHODS Students will: - know and understand the key factors affecting career development success; - demonstrate that they have skills to apply theory and practice of career development to themselves; - have developed the positive, realistic and resilient attitudes and values that underpin career development success. Student centred, teacher guided, research based learning, reflective learning, task-based learning, group work, individual study and autonomous learning Report, case studies, self- reflection, project work, presentation COURSE CONTENT: BREAKDOWN OF THE TOPICS STUDENT CONTACT WORKING HOURS STUDENT INDEPENDENT WORKING HOURS Lectures Discussions Seminars Roleplay Allcontact workinghours Independent workinghours Tasks Topic 1. What career means in the changing world - Global economic, social, environmental and technological development tendencies of the modern world; - The impact of world changes on personal career; - The modern career concept and its major models (boundaryless, lego, portfolio, etc.). 1 1 2 0 Topic 2. Career development theory in practice - The stages of career development: consistent patterns and critical evaluation as seen from the perspective of the modern career concept; - An introduction to career theories from a range of academic disciplines; - Career decisions in practice: applying career development theory in real life. 2 2 1 The reading required by the lecturer Topic 3. Self-awareness and its impact on career - Looking at self-awareness and various 1 1 2 1 Preparing and presenting own personal profile, which includes results analysis of
  3. 3. 3 ways of understanding your own personal attributes and competencies; - How doing this can contribute to career planning; - Exploring what is meant by professional attributes. self-assessment tools and methods and their relation to personal career. Topic 4. Researching and exploring career options - Exploration and evaluation of sources of vocational and graduate labour market information; - Recognition of key factors affecting labour markets; - An introduction to the hidden labour market and its role in a job search; - Examination of relationship between academic discipline and the world of work; - Researching careers: a practical introduction to informational interviewing; - Exploration of online career development resources. 2 2 5 Desk-based research on a chosen graduate level career and informational interview with a person working in a job student is interested in; preparation for presentation of research project results. Topic 5. Presentation of research results on own career options Students making presentations on employment opportunities they are interested in. Discussions follow each presentation with lecturer guidance. 2 2 1 Preparation for presentation of research results on own career options. Topic 6. Career vision - The career vision concept, its relation to the mission and vision of life, career dreams, strategies and aims; - The steps and techniques used for creating a career vision: analyzing the main values, interests and principles; visualization of the future; making a list of dreams; life and career case studies, etc. - Self-assessment of career vision quality. 1 1 2 1 Formulating career vision in writing by using one or several career vision creating techniques. Topic 7. Career decision-making - The concept of career decisions; - What influences the career decisions that people make? - The career decision-making process, its management; - The models of career decision- making; - Setting criteria for career decisions; - The external conditions and personal peculiarities influencing career decision-making; - Career decision-making problems and the ways of overcoming them. 1 1 2 1 Identifying and making a list of key factors for own career decision-making Topic 8. Career planning 1 1 2 1 Writing a career action plan
  4. 4. 4 - Challenges of career planning in a chaotic and rapidly changing world; - Planned-happenstance and using it for career purposes; - The concept of a flexible (non-linear) career plan; - The structure of a career plan and its preparation stages; - Defining career aims; - Assessment of resources required for implementation of a career plan; - The principles of updating a career plan. Topic 9. Exploring learning opportunities - Assessment of career learning needs; - Formulating the learning aims; - Preparing a study plan; - Assessment of the learning style; - Efficient learning methods - Learning obstacles and the ways of overcoming them; - Self-assessment of the learning outcomes. 1 1 2 1 Identifying and presenting local and international learning opportunities related to personal career vision Topic 10. Graduate recruitment and what employers are looking for - Job search strategies: how employers recruit graduates in theory and practice; - Articulating your experience, qualities and skills to employers with confidence. 2 2 1 Interpreting graduate destination data, reading narratives selected by the lecturer Topic 11. Job application documents - Peer evaluation of students’ Curriculum Vitae, letters of applications, application forms; - Students’ group work to discuss and create answers to white space application documents. 2 2 3 Preparing job application documents (Curriculum Vitae, letters of application) for the chosen graduate level job advertisement Topic 12. Job interview Individual mock interviews with the career team and external interviewer. Students will receive verbal feedback from the interviewer and student observers. After the interview students will be asked to write own notes on what they have learned from the experience. 1 1 2 1 Preparation for presentation of self-reflection statements on own mock interview Topic 13. Personal resource management - The types of resources needed for career (money, time, social network, health, competencies, etc.), their interrelation and the ways of multiplying these resources; - The relation between finance and career; - Lifestyle, its financial evaluation; - Tools and means of effective personal finance management. 1 1 2 1 Identifying and presenting personal resources needed for successful implementation of a career plan
  5. 5. 5 Topic 14. Being successful at work - The concept of self-establishment at work; - The psychological contract and determining expectations from a new job; - Understanding the organizational culture; - The situations of “crossing the limits” in labour relations; - The major social roles in different areas of life; - The tools for balancing various areas of life and social roles (setting priorities, planning, negotiation). 1 1 2 2 Interview with alumni about their experiences on starting work Topic 15. Management of career changes - Career changes in a nowadays dynamic labour market; - Types of career changes (proactive, reactive, managed, uncontrolled); - Stages of career changes; - The signs showing the necessity for career changes; - Preparing for career changes; - Transition period in career changes: the obstacles to changes and the ways of overcoming them; - The sources of support for career changes; - Career changes’ success evaluation. 1 1 2 0 Total: 30 20 ASSESSMENT STRATEGY The course work (portfolio) consists of three assessed components: - Presentation of the Research Project Report on Own Career Options - Job Application Package - Career Development Plan Assessment of the student work is based on the Pass/Fail system. All assignment components of student work must be submitted to secure a pass. There are 2 options for assessment of student work: - Version A based on the general assessment criteria (Annex I); - Version B based on the grade system (Annex II). The overall course work mark must be at least 51 points and at least 40 % of maximum possible points in each assignment to secure a “Pass”. In case of students failing they have a chance to get a “Pass” by re- submitting improved version of assignments. Version A or version B can be selected for assessment of the student work in accordance with HEI internal regulations. ASSESSMENT COMPONENTS WEIGHTING ASSESSMENT PERIOD ASSESSMENT CRITERIA Presentation of the 50% Week 6 Version A. Assessment of the student work
  6. 6. 6 Research Project Report on Own Career Options based on the general assessment criteria (Annex I) Version B. Assessment of the student work based on the grade system (Annex II)Job Application Package 1) Curriculum Vitae 2) Letter of Application (Cover letter or Motivation letter) 3) Reflection statement on own mock interview 20% Week 12 Career Development Plan 30% Week 15 Total 100% OUTLINES OF ASSESSED ASSIGNMENTS Presentation of the Research Project Report on Own Career Options (50%) To arrange an informational interview with a person working in a professional job the student is interested in. The main focus of the report is on the role of the person and his experience of developing professional career. The presentation of the report should contain the following sections: 1) A brief presentation of the sector. An analysis of the current state of the graduate labour market in this sector and the future trends. 2) A brief presentation of the interviewee’s job role and work environment. 3) A brief account of the interviewee’s career story (including their planning in the past, the present and the career development plans for the future). Identifying their transferable skills and relating them to employability skills employers typically look for in graduate applicants. To what extent did personal development planning play a part in their career development (formally or informally)? 4) An analysis of the ways in which an appropriate career development theory could be usefully applied to the interviewee’s progress in his/her career to date and to his/her future plans. 5) The impact this research and analysis has had on own approach to career planning. To support own statements with evidence. To show the use of different sources, such as the information interview, personal communication, books, career directories, professional associations and websites. Duration of presentation: 15 min. Job Applications Package (20%) Curriculum Vitae Student must relate own work to an actual graduate level job advertisement. A copy of the chosen job advertisement should be attached to the student CV. The CV should be designed and written with this job in mind. The CV should be two pages long.
  7. 7. 7 Letter of Application Student cover (motivation) letter should be written to accompany the CV student has prepared for the graduate level job advertisement. The length of the cover letter should not exceed one page. Reflection statement on own mock interview At the mock interview a student will be given constructive verbal feedback from interviewer(s) and another student who will be acting as an observer. After the interview the student will be asked to write own notes on what he/she has learned from the experience. The reflective statement will bring together the feedback the student has received and own reflection on the experience. Career Development Plan (30%) To write a Career Development Plan. The plan will evolve over 15 weeks with course topics contributing to the various elements. A Career Development Plan should include the following elements: 1. An analysis of own current situation, based on research and reflection, and give an informed commentary on own knowledge, experience and skills. 2. A statement of own career goals over the medium to long term. 3. An account of the professional aptitudes, knowledge, experience and skills required to achieve own career goals. 4. A career action plan which sets out the steps necessary for focused personal development to achieve own career goals. Student will need to give evidence of appropriate research, reflection and self-assessment that have contributed to analysis and career action plan. Guide length: 800-1000 words REQUIRED READING 1. Career management guide for students, prepared for TEMPUS CASEDE project. (In Georgian language) 2. Gutbrod H. Handbook of professional communication// Publishing House Saari, 2005 (In Georgian language) 3. Trought F. Brilliant employability skills: how to stand out from the crowd in the graduate job market// Prentice Hall, 2011 4. Inkson K. Understanding careers: The metaphors of working lives// Thousand Oaks: Sage Publications, 2007 5. Hopson B. & Scally M. Build your own rainbow: a workbook for career and life management// Management Books, 2009 6. Bolles R. N. What Color Is Your Parachute? 2013: A Practical Manual for Job-Hunters and Career-Changers// Ten Speed Press, 2012 RECOMMENDED READING 1. Done J. & Mulvey R. Brilliant Graduate Career Handbook// Prentice Hall, 20011 2. Kirton B. Brilliant Workplace Skills for Students & Graduates// Prentice Hall, 2011 3. Pink D. H. Free agent nation: the future of working for yourself// Business Plus, 2002 4. Tobin D. R. Learn Your Way to Success: How to Customize Your Professional Learning Plan to Accelerate Your Career// McGraw-Hill, 2011 5. Kyiosaki R. T. Rich Dad Poor Dad: What The Rich Teach Their Kids About Money That the Poor and Middle Class Do Not!// Running Press Miniature Editions, 2009 6. Grunwald T. Dude, Where’s My Career?: The Guide for Baffled Graduates// Summersdale, 2008
  8. 8. 8 Annex I Project title: Developing Student Career Services in Georgia (CASEDE) Project number: 530566-TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001) Project WP3: Development of Career Education Tools VERSION A ASSESSMENT OF THE STUDENT WORK BASED ON THE GENERAL ASSESSMENT CRITERIA Assessment components Pass Fail Presentation of the Research Project Report on Own Career Options (50%) 1. Specific, accurate and convincing presentation on profession/employment opportunities: - contains evidence of reading related literature; - compares different approaches found in the reading; - points out and analyses the key questions of the issue investigated; - points out relationship between different factors; - finds evidence for and against; - sets up the conclusion and own standpoint; - has clear content; - shows the methods applied; - contains the main outcomes of analysis. 2. Collection of relevant career information, its evaluation and synthesis using at least 3 different printed/online sources. 3. A clear account of the person’s role and career story that shows the relevance of transferable skills. 4. An in-depth analysis of the interviewee’s career decision- making approach and well-argued ideas for applying career theory to future career development. 1. Non-specific, inaccurate and unconvincing presentation on profession/employment opportunities. 2. Presentation does not comply with the structure requirements, is not well-evidenced and clearly articulated. 3. Career information presented is irrelevant, there is no comparison or less than 3 sources of information are used. 4. The account of the person’s career story is confusing, too brief and does not reveal the relevance of transferable skills. 5. Career theories are not efficiently applied to the person’s possible future. Job Application Package (20%): 1. A correctly formatted graduate 1. The CV lacks key components,
  9. 9. 9 1) Curriculum Vitae 2) Letter of Application (Cover letter or Motivation letter) 3) Reflection statement on own mock interview CV (with all main sections in the correct order) of the right length, showing clear evidence of targeting content and presentation on the job opportunity customized for a particular employer:  chosen CV form is relevant for the job, the employer and the student;  information is presented in an attractive, ordered, structured and understandable way.  information is easy to find due to the use of headlines.  information important for the employer is emphasized. 2. A correctly formatted graduate cover letter, showing clear evidence of targeting content and presentation on the job opportunity customized for a particular employer: - a clear evidence of genuine interest in and knowledge about organization and position, experience and competencies important for employer are presented; - the content is attractive, neat, structured view, easy to read; - the style is constructive, positive; - the cover letter reveals positive personal qualities that help appreciate readiness and motivation to work at the organization. 3. A specific and persuasive description of reflection statement on own mock interview with analysis and self-evaluation of:  own preparation to participate in a mock interview,  what has been done/went well components are in the wrong order and content is poorly related to the job opportunity and has the wrong amount of detail (either too little or too much). 2. An incorrectly chosen CV form, CV looks chaotic, lacks structure, is not easy to read and it is difficult to find information. 3. The cover letter is incorrectly formatted (fails to follow proper business conventions), does not build an effective case or address the specific requirements of the role or the employer. 4. Description of the reflection statement on own mock interview is neither specific, nor persuasive. Analysis and self-assessment is not presented.
  10. 10. 10  what has gone wrong/needs improvement  what has been learned from this experience Career Development Plan (30%) 1. The action plan uses SMART objectives: - Specific: significant, stretching, simple; - Measurable: motivational, manageable, meaningful; - Attainable: appropriate, achievable, agreed, assignable, ambitious, aligned, aspirational, acceptable; - Relevant: result-based, result-oriented, resourced, realistic; - Timely: time-oriented, time-framed, time-based, time-bound, time-specific, time-limited, timetabled. 2. Actions efficiently address the current situation and show clear relevance to goals. 3. Goals are related to the career vision and justified in relation to own strengths, values and priorities. 1. Actions are neither specific, nor measureable, achievable, realistic or time-bound. 2. Actions do not relate to the goals or address the realities of the current person’s situation. 3. Insufficient evidence to clearly link the person’s goals to his/her strengths, values and priorities.
  11. 11. 11 Annex II Project title: Developing Student Career Services in Georgia (CASEDE) Project number: 530566-TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001) Project WP3: Development of Career Education Tools VERSION B ASSESSMENT OF THE STUDENT WORK BASED ON THE GRADE SYSTEM Points Grade 91-100 points A 81-90 points B 71-80 points C 61-70 points D 51-60 points E 0-50 points Failed EVALUATION CRITERIUM 10-7 points 6-4 points 3-1 points 0 points Total points Presentation of the Research Project Report on Own Career Options (50%) 1. Concrete, accurate and convincing profession/employment opportunities presentation Clear content, contains evidences Raises key questions Compare different approaches Shows main outcomes Content is not totally clear Not all key questions are raised Main outcomes mostly touched Content is poor, approach is one sided Only few outcomes are mentioned Content is not concrete, not accurate Less important questions are touched No major outcomes 2. Collection of relevant career information, its evaluation and synthesis using at least 3 different printed/ web sources Relevant background information from literature Sufficiently based evaluation Excellent synthesis Not sufficient career information from literature Synthesis is good but not excellent Poor background information Weak analysis and synthesis Very weak knowledge on literature Poor evaluation, no synthesis 3. A clear account of the person‘s role and career story that shows the relevance of transferable skills Very well captured, deep knowledge on person’s role Convincing transferable skills Focus is not strong Person’s role and career story not totally clear Weak focus on topic, account of person’s role and career story Relevance of transferable skills is not showed Bad structure, no evidences Information presented is not relevant No comparison 4. In depth analysis of the interviewee‘s career Well structured, deep analysis, evidence based , Structure not totally fits, Analysis is on surface Persons’ career story is
  12. 12. 12 decision making approach and well- argued ideas for applying career theory to future career development good argumentation, career theory clearly showed evidence base good, argumentation is good but not excellent Argumentation is poor Knowledge on career theory is weak confusing , doesn‘t draw out the relevance of transferable skills Career theories not effectively applied Job Applications Package (20%) 5.Correctly formatted graduate CV (with all main sections in the correct order) of the right length showing clear evidence of targeting content and presentation at the job opportunity and employer Chosen CV form is relevant, Information is attractive, ordered, structured and understandable Information important to the employer is emphasized CV form is relevant Information attractiveness, order and understandabilit y is good Information needed for employers is not strongly emphasized CV form is relevant Structure is not well balanced Content is not good targeted Level of presentation is average CV lacks key components, Components are in the wrong order Content is poorly related to the job opportunity Content has the wrong amount of details 6.Correctly formatted graduate covering letter showing clear evidence of targeting content and presentation at the job opportunity and employer Clear evidence of genuine interest in and knowledge about organization and position Experience and competencies important for employer are presented very well Content is attractive, neat, structured view, easy to read Style is constructive, positive Revealing positive personal qualities Declared evidence on interest to get information about the organization and job Experience and competencies presented at good level Personal qualities are underlined mostly in a convincing manner Formatting of cover letter is acceptable Evidence on getting information about job and company is not well elaborated Competencies are presented below average Personal qualities only partially convincing Incorrectly formatted graduate covering letter No clear evidence of targeting the content Covering letter looks chaotic, without structure, not easy to read and to understand it 7. Concrete and persuasive description of reflection statement on own mock interview with analysis and self- evaluation Own preparation to participate in mock interview is excellent Well indicated what was done/went good and what went wrong/needs improvement, and what has been learned of this experience Own preparation to participate in mock interview is good Description of what was good and wrong or to be developed at good level Preparation to participate in mock interview is not convincing What was done, good or bad are poorly presented Self-analysis is weak Description of reflection statement on own mock interview is not concrete, neither persuasive Analysis and self-assessment is not presented Career development plan (30%) 8.Action plan uses Specific, significant, Specific, Not so specific Actions are not
  13. 13. 13 SMART objectives stretching and simple Measurable, motivational, manageable, meaningful Attainable, ambitious, aligned, aspirational acceptable Relevant, result-based, results-oriented, resourced and realistic Time-oriented, time- framed, time-based, time- bound, time-specific, time- limited, timetabled significant but not simple Manageable, motivational but not easy to measure Too ambitious Mostly results- based and results-oriented Mostly time- oriented, time- based and time- specific and consistent Hardly measurable Less meaningful Aspiration level is weak Not so much results based and results-oriented Timely is not convincing specific, measureable, achievable, realistic and acceptable 9. Actions effectively address the current situation and show clear relevance to goals. Describing current situation is clear Relevance to goals indicated in an excellent way showing the realities of person’s current situation Well worked out. Addressing present situation is good but not excellent Relevance to goals mostly convincing. Actions addressed weakly Relevance to goals is satisfactory Actions do not relate to the goals or address the realities of the current person‘s situation 10. Goals related to career vision and justified in relation to own strengths, values and priorities. Career related goals well defined Goals are linked to own strengths, values and priorities in a good manner Goals mostly well defined Justification of links to own strengths, values, and priorities mostly convincing Goals related career vision poorly justified, Links to own strengths, values and priorities mostly missing Insufficient evidence to clearly link the person’s goals to their strengths, values and priorities TOTAL NUMBER OF POINTS (Max. 100):

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