Career_Success_Standards.doc
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- Cascades Job Corps College and Career Academy
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- DOL-ETA-16-R-00010
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Career Success Standards
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WORKPLACE RELATIONSHIPS AND ETHICS
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.
COMPETENCIES
· Follows and promotes workplace policies and procedures including: good attendance, being on time and dressing appropriately for the job.
· Understands and supports organizational goals and structure and follows the chain-of-command.
· Observes and practices safety standards.
· Develops productive relationships with members of his/her team.
· Responds well to supervision.
· Maintains confidentiality and personal trustworthiness.
· Understands and supports the concept of customer service.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student may lack knowledge of appropriate workplace standards of conduct and workplace relationships. Student struggles to conform to regulations and is reluctant to improve his/her demeanor. |
| Student follows directions and is respectful of his/her peers, subordinates and supervisors. Student deals with problems discreetly, and demonstrates honesty at all times, seeking guidance as appropriate. |
Student exhibits extraordinary professionalism and personal accountability. Student maintains amicable relationships and uses sound judgment when confronted with low group morale.
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff demonstrate honesty, integrity and responsibility. Staff develop healthy relationships with other staff and students and follow the chain-of-command. |
| Staff engage students in conversations about confidentiality, responsibility and proper workplace relationships. Staff explain the process of decision-making and resulting consequences. |
| Staff objectively observe student behavior and readily acknowledge tardiness, unsafe practices, or dishonesty. Staff take proactive measures to educate and address such behaviors. |
PERSONAL GROWTH AND DEVELOPMENT
The student will leave Job Corps with the personal skills, attributes and behaviors that foster confidence and drive for life-long growth.
COMPETENCIES
· Uses knowledge of personal strengths, weaknesses and values in decision-making.
· Demonstrates resilience when receiving both positive and negative feedback.
· Maintains a healthy lifestyle by managing physical, emotional and social aspects of daily life.
· Uses social networks when balancing work and personal life.
· Exhibits self-respect and a positive self-esteem.
· Takes initiative and uses opportunities for advancement.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student demonstrates need for assistance assessing personal strengths and weaknesses and often struggles to recognize his/her potential or areas that need improvement. |
| Student can assess strengths and weaknesses and accepts constructive criticism. Student is able to identify and access resources to support personal development. |
| Student seeks opportunities for continued personal growth and development. Student learns new skills and mentors others. |
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff accept personal accountability and demonstrate responsibility. Staff models a positive self-esteem and share experiences of personal achievement. |
| Staff engage students in conversations about personal growth and provide advice for self-reflection and improvement. |
| Staff acknowledge counterproductive student behaviors and provide positive opportunities that promote physical, emotional and social well-being. |
COMMUNICATIONS
The student will leave Job Corps with the ability to listen actively, follow directions and communicate with others to solve problems and accomplish tasks.
COMPETENCIES
· Expresses and supports ideas through oral, written and non-verbal communication, such as body language, volume and tone.
· Responds to and acknowledges other people’s views.
· Follows directions and asks for clarification.
· Understands, uses, and explains procedures.
· Uses appropriate language when addressing different audiences.
· Demonstrates active listening skills.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student struggles to actively listen and relate to the ideas of others. Student may sometimes use inappropriate language for the time, place or audience. |
| Student understands information and uses appropriate language to effectively express and support his/her ideas in informal and professional settings. |
| Student is able to facilitate and mediate discussions. Student displays effective presentation skills and demonstrates consensus building capabilities. |
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff are good listeners and are patient with students. Staff use appropriate language and communication skills at all times. |
| Staff encourage students to exchange thoughts and participate in collaborative projects. |
| Staff approach students who use ineffective or inappropriate communication and point-out alternative language. |
INTERPERSONAL SKILLS
The student will leave Job Corps with the ability to get along with others and adjust to a variety of social and professional situations.
COMPETENCIES
· Takes an active role when working in teams.
· Exhibits friendly behaviors and works well within the culture of a group.
· Recognizes and respects individual differences and view points.
· Manages and resolves conflict with varied negotiation techniques.
· Demonstrates flexibility in adjusting to a variety of situations.
· Recognizes and manages emotions such as sadness, depression, frustration, and anger.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student is unable to change his/her behavior or adjust to various social situations. Student rarely empathizes with others and often prefers to work alone vs. in teams. |
| Student responds constructively to the opinions and feelings of others. Student performs well in a variety of social environments and negotiates with others to reach workable compromises. |
| Student values the opinions and feelings of others and is able to build consensus. Student emerges as a team leader and motivates others to experience and be comfortable in other social settings. |
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff demonstrate respect for each other and for students’ feelings and opinions. Staff work well together as a team. |
| Staff inquire and show interest in students’ relationships and offer positive suggestions to adjust to social settings. Staff approach students in a non-judgmental manner and promote activities that encourage peer interaction. |
| Staff intervene in situations where students are interacting inappropriately. |
Information Management The student will leave Job Corps with the ability to interpret and evaluate data, organize and maintain information, and use technology to perform work.
COMPETENCIES
· Obtains information from existing sources, including the Internet.
· Evaluates the relevancy, accuracy and appropriate use of data.
· Organizes, maintains and uses information.
· Demonstrates capacity to connect data to personal and professional success.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student struggles to find needed information and appreciate its value. Student may have difficulties using a computer and other technology resources. |
| Student acquires and analyzes information and applies it to solve problems and perform work. Student organizes data effectively and can readily retrieve it and use it. |
| Student proactively evaluates information and can mentor others in accessing and processing data. Student utilizes information to broaden his/her career and personal options. |
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff show where and how to find information and demonstrate how to use it most effectively. |
| Staff help students understand the value of finding and using the best information. Staff offer suggestions to improve research skills and data management abilities. |
| Staff monitor students’ information management capacity and actively recommend resources and provide follow-on support. |
Multicultural Awareness
The student will leave Job Corps valuing diversity, practicing cultural sensitivity and able to work with people of different backgrounds and cultures.
COMPETENCIES
· Understands and appreciates a variety of cultural perspectives and how those enhance productivity.
· Demonstrates the ability to value diversity in the workplace.
· Understands cultural differences in communication styles.
· Positively interacts and fosters relationships with people of different backgrounds.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student is uncomfortable with individuals different from him/her and is sometimes inconsiderate to others. Student may also be reluctant to empathize with different perspectives. |
| Student gets along with individuals of different cultural backgrounds and is willing to communicate with them and hear their points of view. |
Student takes initiative to make other students feel welcome. Student seeks opportunities to learn about those who are different from him/herself.
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff actively and positively acknowledge cultural differences and create opportunities for students and staff to interact. |
| Staff help students draw linkages between their own culture and that of others to highlight similarities and foster unity. |
| Staff intervene when students demonstrate negative attitudes and disrespect for others and help them recognize the inappropriateness of their behavior. |
Career and Personal Planning The student will leave Job Corps with a personal plan that outlines a step-by-step process for entering and advancing in a fulfilling career.
COMPETENCIES
· Sets and redefines short and long-term goals.
· Acquires, organizes, interprets and evaluates information from career assessments and work-based learning experiences.
· Completes activities that support career planning. These may include a generic resume, sample cover letter, and letters of recommendation.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student demonstrates need for assistance in developing personal and career goals. Student develops knowledge of resume writing and begins draft. Student struggles to relate goals to practical application. |
| The student expresses goals consistent with a 5-year plan and has a workable generic resume relevant to their field. The student is motivated about his/her career potential and can explain vocational training to employers. |
| Student describes a step-by-step career plan with detailed information and a field-appropriate resume, tailored to a particular position. Student can explain relevance of work, life and education experience to potential employers. |
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff share personal stories of obstacles they have overcome in achieving their own career and personal goals. Staff demonstrate ambition when communicating with students about their own professional development plans. |
| Staff engage students in conversations about their career aspirations and walk them through a step-by-step process of achievement. Staff coach students on identifying their strengths and overcoming their challenges. |
Staff regularly observe students’ progress in forming their career and personal plan and provide guidance on how to proceed.
Independent Living The student will leave Job Corps capable of finding, managing and utilizing the resources needed to maintain employment, satisfy physical and emotional needs, and lead a productive life as an independent adult.
COMPETENCIES
· Plans and manages time, money and other resources to support him/herself.
· Utilizes available resources to find housing, transportation and employment and to make informed consumer decisions.
· Makes educated life choices concerning nutrition, fitness, healthcare, parenting and sexual responsibility.
· Creates and maintains an appropriate support network.
· Uses creative problem solving skills.
PERFORMANCE LEVELS
NEEDS IMPROVEMENT
(1-2)
MEETS STANDARD
(3-4)
EXCELS
(5)
| Student lacks appropriate support network and experiences difficulty in finding or using resources. Student may lack problem solving and self-management skills when making life choices. |
| Student identifies support networks and resources to assist with unplanned living challenges. Student is dependable, socially responsible and practices a healthy lifestyle. |
| Student shares knowledge of living independently and serves as a leader in center and community activities. Student actively makes plans to meet independent living needs in anticipation of graduation. |
STAFF RESPONSIBILITIES
| MODEL |
| MENTOR |
| MONITOR |
| Staff display self-sufficiency and effective problem-solving skills. Staff lead a healthy lifestyle and encourage other staff and students to do the same. |
| Staff seek and create opportunities to involve students in practicing life skills on center and in the community and provide guidance on making educated life choices. |
| Staff actively approach and counsel students who struggle while balancing work and personal life or have difficulty managing their personal resources. |
PAGE
Career Success Standards Implementation Guide
Job Corps-United States Department of Labor
File details come from the government source that posted it. Updated .