Career Development Framework - The CDI
Manage careerSee the big pictuut lifeCareerDevelopmentFrameworklorssiesGrow throughopExoeplitibireBalance lifSupporting learners to improvetheir career development skillse andworkCreate opportunitiesplorrereepoe cassibilitnagiesMaethebigManage nce life and workExSeture
IntroductionCareer describes our journey through life, learning and work. We need actively todevelop our careers to make the best of them. This process of career developmenttakes skill as well as knowledge and the right attitude. Individuals need to work oncareer development skills throughout their lives.The CDI Career Development Framework hasbeen developed for use in England. Alternativedocuments and equivalent frameworks existin the other UK nations. However, the new CDIframework is available as an additional source ofreference for any practitioners to use throughoutthe UK and beyond.This document introduces the CDI’s CareerDevelopment Framework to careersprofessionals, educators and other professionalswho work supporting people to develop theircareers. Its main purpose is to clarify the skills,knowledge and attitudes that individualsneed to have a positive career and to providea framework for planning support for careerdevelopment.A ‘positive career’ will mean something differentto different people, but it will typically includebeing happy with the way you spend yourtime, being able to make a contribution to yourcommunity and being able to have a decentstandard of living.Career development skills are the learningoutcomes that career development programmesand interventions should be aiming to bringabout. They need to be developed alongsideacademic and vocational skills and knowledgeand employability skills (the skills that you needfor work and employment).“ We welcome the CDI’s Career Development Framework.The Framework recognises the importance of high-quality,structured careers programmes and also acknowledges thevalue of the skills, knowledge and attitudes that individualsneed to have a positive career. The Framework sets out whatknowledge, skills and capabilities career learning is seeking tofoster and provides a useful resource that schools and collegescan use in the design and delivery of their career developmentprogrammes.”Department for Education
Contents1The Career Development Framework42The purpose of the Framework63Learning career development skills64How can I use the Framework?85Detailed career developmentlearning outcomes96Assessing and evaluating careerdevelopment learning11AcknowledgementsWe wish to thank Professor Tristram Hooley for his time and insights in leading this project. The CDI would also liketo thank and acknowledge the time given by a wide range of individuals and organisations as part of our researchand development of the refreshed framework. Key organisations that we consulted with include AcademiesEnterprise Trust, Adviza, Association of School and College Leaders, Careers England, C&K Careers, CSW Group,Complete Careers, Department for Education, Education Development Trust, Education & Employers, GatsbyCharitable Foundation, Institute of Student Employers, National Institute for Career Education and Counselling,North East LEP, North East Uni Connect Programme, Nottingham Trent University, Ofsted, Prospects, Quality inCareers Standard, Suffolk County Council, Teach First, The Career Innovation Company, Talentino, The Careers &Enterprise Company; The PSHE Association, The Skills Builder Partnership, University of Bath, University of Derby,University of Warwick, Youth Employment UK.Jan Ellis, Chief Executive, Career Development Institute (CDI)
1 The Career Development FrameworkThe Career Development Institute has undertaken extensive research and consultedwith career development experts and practitioners to identify the six careerdevelopment skills that people need to have positive careers. (Figure 1)These six skills are the learning areas that careerdevelopment programmes and interventionsshould focus on. When you are supportingsomeone with their career you shouldask yourself, how can I help them to growthroughout life, explore possibilities, managecareer, create opportunities, balance life andwork and see the big picture. Each careerdevelopment activity might develop a differentskill, but ultimately individuals need to engagewith all of the career development learningareas.A full description of the research thatunderpins the CDI Career DevelopmentFramework, along with other resources tosupport the Framework is available on the CDIwebsite at https://www.thecdi.net/CareersFramework.Skills Builder Partnership welcomes“ Thethe new CDI Framework as a clear, tangibleway to ensure that students are building thecareer management skills that they need aspart of a broad and balanced curriculum. ”Tom Ravenscroft (CEO),Skills Builder Partnership4
For a positive career you need to.(Figure 1)Grow throughout lifeGrow throughout life by learning and reflecting onyourself, your background, and your strengths.Explore possibilitiesExplore the full range of possibilities open to you andlearn about recruitment processes and the culture ofdifferent workplaces.Manage careerManage your career actively, make the most ofopportunities and learn from setbacks.Create opportunitiesCreate opportunities by being proactive and buildingpositive relationships with others.Balance life and workBalance your life as a worker and/or entrepreneur withyour wellbeing, other interests and your involvementwith your family and community.See the big pictureSee the big picture by paying attention to how theeconomy, politics and society connect with your ownlife and career.5
2 The purpose of the FrameworkWhen we work with people to develop their career, we are helping them to takecontrol of their lives. Sometimes we can achieve this by supporting them toovercome a barrier and make a transition, but ideally, we are trying to do more thanhelp them to manage a crisis.Career development interventions shouldsupport people to learn about how careerswork, what strategies are most effective andhow to deal with challenges. This process ofcareer development learning results in learnersacquiring the collection of skills, knowledge andattitudes that are described in the CDI CareerDevelopment Framework. The ultimate aim is toequip people to progress successfully throughlearning and work, and to have a rewardingcareer.3 Learning career development skillsThe process of learning about career and acquiring career development skills isabout more than presenting people with a list of skills. Career development skillshave to be actively learnt, rather than just being ticked off a list. The frameworkcan be helpful in supporting learners to understand that career is multifaceted andcomplex and to recognise what they need to know and be able to do to. Career is notjust a process of choosing a job early in life, rather it is a process of ongoing learningand development that takes place throughout life.We can view career development learning asa spiral where learners begin by encounteringthe idea of career and recognising that they caninfluence how their career develops. We cansupport them to build their career developmentskills by providing them with information,knowledge and experiences, encouraging themto reflect on this and build a more profoundunderstanding of their context and their career.6We then encourage them to develop new plansand strategies informed by their career learningand put these into practice.The career development learning spiralcontinues throughout people’s lives. As we learnmore and move into new settings we need tokeep working on our career development skills.Learners will develop each of the six careerdevelopment skills (grow throughout life,explore possibilities, manage career, createopportunities, balance life and work and seethe big picture) at a different pace. Each skill willrequire its own spiral of career developmentlearning. But, of course the six skills are alsolinked and so learning in one area will alsosupport learning in another area.
vveellooppiinnggaawwaarreenneessss ooff ttiinngg iinnttoo pprraaccttiicceeThe career development learning spiral(Figure 2)Developing plans and strengthsHaving experiences7
4 How can I use the Framework?The CDI Career Development Framework can be used to support careerdevelopment work in a variety of contexts.In career counselling and personalguidanceCareer counselling and personal guidanceinterviews are an important resource forindividuals in their career development. Theyoffer people an opportunity to discuss whatis important to them, consider how they canovercome obstacles and create strategies fordeveloping their career.In career counselling interviews clients are likelyto discuss the six career development skillsdescribed in the Framework. Career counsellorscan use the Framework to help to identify areasfor development and help clients to reflect onwhat they could do to move forwards.In employmentBy individualsThe Framework is available to individuals tohelp them to develop their own careers. Itprovides a simple answer to the question ‘whatshould I do to develop my career?’.Career development practitioners can helpindividuals by introducing them to theFramework and supporting them to reflect ontheir strengths and weaknesses in relation to it.In the education systemThe Framework provides a basis for a careereducation curriculum as it describes thecareer development learning areas that sucha curriculum should cover and the outcomesthat should be observable at the end of theprogramme.The components set out in Section 5 break thecareer development learning areas down intomore detailed learning outcomes that can beused for developing lessons and activities. Theycan also be used to audit existing curricula (e.g.in academic subjects or vocational learning)to identify where career development skillsare already being developed, or could bedeveloped.8Many companies provide plannedprogrammes of learning and developmentfor their employees. The frameworks forthese programmes often describe the skillsthat individuals need to progress within theorganisation. The ability of employees todevelop their own careers should be recognisedas an important part of what makes for a highperforming employee.Organisations can use the CDI CareerDevelopment Framework to recognise theimportance of career development skills as partof their approach to training and development.In employability and career transitionprogrammesAdults who are unemployed, or in the processof making a career transition, need to revisitand develop their career development skills.The Framework can be used to help designemployability and career transition programmesusing the detailed career development learningoutcomes set out in Section 5.
5 Detailed career development learningoutcomesIn order to work on the six career development skills it is important to break themdown further. This section sets out a series of components for each of the skillsthat can be used to develop more detailed career development learning outcomes.Explore possibilitiesPeople need to explore the full range ofpossibilities open to them and learn aboutrecruitment processes and the culture of differentworkplaces. Careers practitioners should addressthis by engaging learners in: Thinking about what jobs and roles to pursue F inding and making use of labour marketinformation and information about theeducation system U nderstanding learning pathways and how toaccess and succeed in them R ecognising the relationship betweenlearning, qualifications and workGrow throughout lifePeople need to grow throughout life bylearning and reflecting on themselves,their background, and their strengths. Careerspractitioners should address this by engaginglearners in: Making use of help, support and feedback B uilding awareness about workplaces,workplace culture and expectations A nalysing and preparing for recruitment andselection processes“The CDI framework will provide a Recognising how learning, skills andexperience contribute to careeruseful toolkit to connect all elementsof career learning together.” Reflecting on and recording achievements,experiences and learningSiobhan Neary (Head of the International Centre forGuidance Studies), University of Derby Committing to lifelong learning anddevelopment Challenging themselves and trying new things Considering the impact of heritage, identityand values9
Balance life and workPeople need to balance their life as aworker and/or entrepreneur with theirwellbeing, other interests and their involvementwith their family and community. Careerspractitioners should address this by engaginglearners in: Considering work-life balance Attending to physical and mental wellbeing Planning and managing personal finances Considering how to be involved in family andcommunity Understanding different life stages and liferolesManage careerPeople need to manage their careeractively, make the most of opportunities andlearn from setbacks. Careers practitioners shouldaddress this by engaging learners in: Being aware of rights and responsibilities inthe workplace and in society Dealing with prejudice, stereotypes anddiscrimination Understanding the concept of careerSee the big picture Being confident and optimistic Assessing risk and reward and makingdecisionsPeople need to see the big picture bypaying attention to how the economy,politics and society connect with their own life andcareer. Careers practitioners should address thisby engaging learners in: Managing opportunities, changes andtransitions Evaluating different media, informationsources and viewpoints Being resilient and learning from setbacks Exploring and responding to local and nationallabour market trendsCreate opportunities Exploring and responding to trends intechnology and science Planning, prioritising and setting targetsPeople need to create opportunities bybeing proactive and building positiverelationships with others. Careers practitionersshould address this by engaging learners in: Building and maintaining relationships andnetworks Being proactive Exploring and responding to the relationshipbetween career and the environment Exploring and responding to the relationshipbetween career, community and society Exploring and responding to the relationshipbetween career, politics and the economy Being creative and agile Representing themselves and others Acting as a leader, role model or example toothers Considering entrepreneurialismthan ever, it’s important“ Morepeople manage their careersthrough their working life. TheCDI framework gives a clear,structured approach to help youdevelop your career.”Stephen Isherwood (CEO), Institute of StudentEmployers10
6 Assessing and evaluating careerdevelopment learningClarifying the learning outcomes of career development programmes helps us tobe more certain about the impact of these programmes. If we know what outcomeswe want to result from a career development programme it is easier to see whetherthese outcomes have been achieved.This can be useful in developing forms ofassessment as part of the delivery of careerdevelopment interventions and programmes.You can use the detailed career developmentlearning outcomes set out in section 5 todevelop an assessment framework for yourprogramme. You will need to decide whatyou want a learner to be able to demonstratethat they know or can do at the end of theprogramme and think about how you are goingto measure this. Building assessment into yourcareer development programme can clarifythe aims of your programme, motivate yourlearners, help individuals to judge their progressand provide insights on how effective yourprogramme is.The identification of clearly acknowledgedlearning outcomes can also provide a basisfor evaluating your career developmentprogramme. By adopting the CDI CareerDevelopment Framework you are clarifyingwhat you are trying to achieve through yourprogramme. These outcomes can then beused as the basis for an evaluation of theprogramme’s effectiveness.“ I am impressed by the new CDIframework as it better reflectsthe complexities of the modernworld and the role that careerplays within it.”Matt Joyce (Regional Lead: North EastAmbition), North East LEP11
Ground Floor,Copthall House,1 New Road,Stourbridge,West MidlandsDY8 1PHTel: 01384 376464Email: hq@thecdi.netwww.thecdi.netSee the big wExplore eerhroarecwtopportunitiesManage careeratend workCreeigreBalance life aSebthetupicGrosrCreate opportunitiesCDI 90
The Career Development Framework The Career Development Institute has undertaken extensive research and consulted with career development experts and practitioners to identify the six career development skills that people need to have positive careers. (Figure 1) A full description of the research that underpins the CDI Career Development
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
drawn down deeper by Chino Basin Desalter Authority (CDA) pumping activities in the vicinity of CDA wells CDI - 1, CDI-2, and CDI-3 (refer to Figures 2 and 3), thus increasing the vertical thickness of the TCE and 1,2,3TCP - plumes The East Plume may be drawn toward CDA pumping wells CDI -4 and CDI -20, and modeling shows that
BEVERAGES. Si avvisa la gentile clientela che per qualsiasi informazione sulla presenza di sostanze che possono provocare allergie ed intolleranze è possibile consultare l’apposita documentazione che verrà fornita, a richiesta, dal personale in servizio. Per garantire la continua presenza del nostro prodotto, alcune materie prime potrebbero essere surgelate all’origine o congelate in .
