{"id":139,"date":"2021-05-24T21:49:42","date_gmt":"2021-05-24T21:49:42","guid":{"rendered":"https:\/\/openbooks.hdfoundation.in\/sdgtoolkit\/chapter\/career-connections-assignment-educator-guide\/"},"modified":"2024-12-16T12:21:46","modified_gmt":"2024-12-16T12:21:46","slug":"career-connections-assignment-educator-guide","status":"publish","type":"chapter","link":"http:\/\/openbooks.hdfoundation.in\/sdgtoolkit\/chapter\/career-connections-assignment-educator-guide\/","title":{"raw":"Career Connections Assignment: Educator Guide","rendered":"Career Connections Assignment: Educator Guide"},"content":{"raw":"
\n
Cohort 2019-2020<\/div>\n

Introduction<\/h3>\nYou are a part of a global effort to increase access to education and empower students through \"open pedagogy.\"\u00a0 Open pedagogy is a \"free access\" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment.\u00a0\u00a0The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community.\u00a0\u00a0This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs).\u00a0 For this work, you will integrate the disciplines of Math; Marketing; Education Studies to achieve SDG #04: Quality Education; SDG #8: Decent Work and Economic Growth; #4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship \u2022 8.5: By 2030, achieve full and productive employment and decent wo\n\n<\/div>\n
\n

Learning Objectives<\/h3>\nThis assignment is designed to help you increase the likelihood of career planned happenstance through making purposeful connections with others, both face-to-face and online. Career planned happenstance describes an individual's ability to:\n\n<\/div>\n\u2022 Generate, recognize, and incorporate unplanned\/chance events into their career development\n\n\u2022 See unplanned\/chance events as inevitable, desirable, and as opportunities for learning\n\n\u2022 Be open-minded, curious, and develop an exploratory attitude to increase their chances of being exposed to unexpected\/chance events<\/span>\n
\n

Purpose\/Rationale<\/h3>\nBEFORE THE ASSIGNMENT: Setting the context\n\n<\/div>\nShow an introductory video and discuss the following questions: SFU Career Services: Wondering Where Your Degree Might Lead You?: https:\/\/www.youtube.com\/watch?v=7OqhUrXhaAM\n\n\u2022 The video discussed factors that influence your career goals and decisions you make about\n\nschool and work. What factors (personal, environmental, social, cultural, physical, etc.) factors\n\ndo you think would impact you most? Why?\n\n\u2022 What actions can you take to stay alert of these factors, so you can make informed career\n\ndecisions?\n\nShare some statistics to demonstrate the world of work is constantly changing, along with our own\n\ncareer goals and aspirations:\n\n\u2022 \"Canadians can expect to hold roughly 15 jobs in their careers.\" (Workopolis, 2014, para. 8)\n\nhttps:\/\/careers.workopolis.com\/advice\/how-many-jobs-do-canadians-hold-in-a-lifetime\/\n\n\u2022 \"85% of the jobs that today\u2019s learners will be doing in 2030 haven\u2019t been invented yet.\"\n\n(Institute for the Future, 2017, p. 14)\n\nhttps:\/\/www.delltechnologies.com\/content\/dam\/delltechnologies\/assets\/perspectives\/2030\/pd\n\nf\/SR1940_IFTFforDellTechnologies_Human-Machine_070517_readerhigh-res.pdf\n\nThere\u2019s also the Monte Carlo Fallacy. Scenario: 5 reds show up in a row in roulette. Do you bet on black or red next? Often a typical response would be that we should surely bet on black since there is no way it could happen a 6th time\u201d. Though we are less likely to get 6 reds vs. 1 black and 5 reds in any order - we have equal chance to see RRRRRB and RRRRRR \u2013 since the events are independent.\n\nWe can easily draw meaning from events that are in fact independent. Basing our decisions on\n\nindependent events is tempting \u2013 but not logical. Not landing that job one or two or three times can make us think we are never going to get the job or moreover that we are not capable of performing the duties of the position. We may have years of study, and 3 instances of failure could unravel the confidence of our training. In fact, it can be argued that learning from your failed interview experiences would help improve your future interview performances.\n\nConsidering these statistics, along with various factors we each face, when it comes to managing our careers successfully, we need to be cognizant that:\n\n\u2022 Career planning is a lifelong learning process that involves making countless decisions\n\n\u2022 Career indecision may be sensible, even desirable\n\n\u2022 Anxiety about planning for the future is normal\n\n\u2022 Planned happenstance doesn\u2019t mean leaving to chance\n\n(Note: Educator may want to ask students to think of personal examples, or provide their own, to illustrate each bullet point.)\n\nWith this in mind, the assignment can now be introduced.\n\nAFTER THE ASSIGNMENT: Debrief the experience\n\nShare in small groups how you went about compiling your list of career contacts. Discuss the following questions:\n\n\u2022 Who did you choose to have career conversations with, and why? What were the main lessons you gathered from these conversations (as well as how you organized and facilitated these conversations)?\n\n\u2022 What worked and what didn't work? Generate tips and strategies to share with the rest of the class.\n\n\u2022 Identity one or two actions you will now take as a result of this assignment towards your career journey.\n\nTo conclude, show video on Jim Carrey talking about his dad (https:\/\/youtu.be\/gC8XJenmURY); the main message connects nicely with SFU introduction video in the sense that we can\u2019t control our dream jobs\u2019 existence or even that of our \u201csafety\u201d job. As such, it is important for us to practice the five critical skills of career planned happenstance, which are:\n\n\u2022 Curiosity: explore new learning opportunities\n\n\u2022 Persistence: continue trying even when you run into setbacks\n\n\u2022 Flexibility: be open to changing attitudes and situations\n\n\u2022 Optimism: see new opportunities as being possible and attainable\n\n\u2022 Risk taking: have the courage to do something even when you\u2019re not sure how or if it will turn out\n
\n

Instructions<\/span><\/h3>\nCOMPONENT 1: Develop your career contact list\u00a0\u00a0<\/span>\n\n<\/div>\nCompile a list of 250 individuals who might play a contributing role to your career. These can be individuals already within your network (e.g., friends, classmates, family, co-workers), or individuals you would like to meet (e.g., local business leaders, contacts within your network). When identifying individuals, consider diversity and find people with varying perspectives. For example, is there someone whose life experience might be different from your own that you\u2019d like to learn more about? Who might be able to positively challenge your perspective?\n\nTo keep track of your connections, organization is key. You may use MS Excel or apps such as HubSpot. In your list, include their first and last names, contact information (email and\/or phone), and why you think they might be helpful to your career. Students who were thoughtful about who they include in their contact list and benefitted the most from the assignment. For instance, a former student in KPU\u2019s EDUC 4100 (Post-University Transition) course who aspired to become a Meteorologist included the Chief Meteorologist from a local news network on her list as a possible career contact.\n\nA note on privacy: As you are compiling people\u2019s contact information, please be respectful of their privacy and not share their information (e.g., put your contact list publicly online)\n\nCOMPONENT 2: Connect with your career contacts\n\nPart A\n\nReach out to everyone on your contact list by sending them a message. You may choose to start with a generic templated message that you adapt depending on the individual.\n\nYour message may include COMPONENT 3: Reflect on your experience\n\nReflecting on the tasks you conducted for this project, answer the following questions in any of these formats:\n\n\u2022 a written paper (3-4 pages excluding appendices)\n\n\u2022 a video (3-4 minutes in duration)<\/span>\n\n\u2022 an infographic<\/span>\n
\n

Format Requirements<\/h3>\n<\/div>\n
\n
\n

Attribution<\/p>\n\n<\/header>\n

Career Connections Assignment: Educator Guide<\/strong>\u00a0is\u00a0licensed\u00a0by\u00a0Candy Ho,\u00a0Kwantlen Polytechnic University;\u00a0Pamela Ip,\u00a0Kwantlen Polytechnic University;\u00a0Mary Wall,\u00a0Montgomery College\u00a0under the Creative Commons Attribution 4.0 International (CC BY-NC)<\/a><\/div>\n<\/div>\n \n\n<\/div>","rendered":"
\n
Cohort 2019-2020<\/div>\n

Introduction<\/h3>\n

You are a part of a global effort to increase access to education and empower students through “open pedagogy.”\u00a0 Open pedagogy is a “free access” educational practice that places you – the student – at the center of your own learning process in a more engaging, collaborative learning environment.\u00a0\u00a0The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community.\u00a0\u00a0This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs).\u00a0 For this work, you will integrate the disciplines of Math; Marketing; Education Studies to achieve SDG #04: Quality Education; SDG #8: Decent Work and Economic Growth; #4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship \u2022 8.5: By 2030, achieve full and productive employment and decent wo<\/p>\n<\/div>\n

\n

Learning Objectives<\/h3>\n

This assignment is designed to help you increase the likelihood of career planned happenstance through making purposeful connections with others, both face-to-face and online. Career planned happenstance describes an individual’s ability to:<\/p>\n<\/div>\n

\u2022 Generate, recognize, and incorporate unplanned\/chance events into their career development<\/p>\n

\u2022 See unplanned\/chance events as inevitable, desirable, and as opportunities for learning<\/p>\n

\u2022 Be open-minded, curious, and develop an exploratory attitude to increase their chances of being exposed to unexpected\/chance events<\/span><\/p>\n

\n

Purpose\/Rationale<\/h3>\n

BEFORE THE ASSIGNMENT: Setting the context<\/p>\n<\/div>\n

Show an introductory video and discuss the following questions: SFU Career Services: Wondering Where Your Degree Might Lead You?: https:\/\/www.youtube.com\/watch?v=7OqhUrXhaAM<\/p>\n

\u2022 The video discussed factors that influence your career goals and decisions you make about<\/p>\n

school and work. What factors (personal, environmental, social, cultural, physical, etc.) factors<\/p>\n

do you think would impact you most? Why?<\/p>\n

\u2022 What actions can you take to stay alert of these factors, so you can make informed career<\/p>\n

decisions?<\/p>\n

Share some statistics to demonstrate the world of work is constantly changing, along with our own<\/p>\n

career goals and aspirations:<\/p>\n

\u2022 “Canadians can expect to hold roughly 15 jobs in their careers.” (Workopolis, 2014, para. 8)<\/p>\n

https:\/\/careers.workopolis.com\/advice\/how-many-jobs-do-canadians-hold-in-a-lifetime\/<\/p>\n

\u2022 “85% of the jobs that today\u2019s learners will be doing in 2030 haven\u2019t been invented yet.”<\/p>\n

(Institute for the Future, 2017, p. 14)<\/p>\n

https:\/\/www.delltechnologies.com\/content\/dam\/delltechnologies\/assets\/perspectives\/2030\/pd<\/p>\n

f\/SR1940_IFTFforDellTechnologies_Human-Machine_070517_readerhigh-res.pdf<\/p>\n

There\u2019s also the Monte Carlo Fallacy. Scenario: 5 reds show up in a row in roulette. Do you bet on black or red next? Often a typical response would be that we should surely bet on black since there is no way it could happen a 6th time\u201d. Though we are less likely to get 6 reds vs. 1 black and 5 reds in any order – we have equal chance to see RRRRRB and RRRRRR \u2013 since the events are independent.<\/p>\n

We can easily draw meaning from events that are in fact independent. Basing our decisions on<\/p>\n

independent events is tempting \u2013 but not logical. Not landing that job one or two or three times can make us think we are never going to get the job or moreover that we are not capable of performing the duties of the position. We may have years of study, and 3 instances of failure could unravel the confidence of our training. In fact, it can be argued that learning from your failed interview experiences would help improve your future interview performances.<\/p>\n

Considering these statistics, along with various factors we each face, when it comes to managing our careers successfully, we need to be cognizant that:<\/p>\n

\u2022 Career planning is a lifelong learning process that involves making countless decisions<\/p>\n

\u2022 Career indecision may be sensible, even desirable<\/p>\n

\u2022 Anxiety about planning for the future is normal<\/p>\n

\u2022 Planned happenstance doesn\u2019t mean leaving to chance<\/p>\n

(Note: Educator may want to ask students to think of personal examples, or provide their own, to illustrate each bullet point.)<\/p>\n

With this in mind, the assignment can now be introduced.<\/p>\n

AFTER THE ASSIGNMENT: Debrief the experience<\/p>\n

Share in small groups how you went about compiling your list of career contacts. Discuss the following questions:<\/p>\n

\u2022 Who did you choose to have career conversations with, and why? What were the main lessons you gathered from these conversations (as well as how you organized and facilitated these conversations)?<\/p>\n

\u2022 What worked and what didn’t work? Generate tips and strategies to share with the rest of the class.<\/p>\n

\u2022 Identity one or two actions you will now take as a result of this assignment towards your career journey.<\/p>\n

To conclude, show video on Jim Carrey talking about his dad (https:\/\/youtu.be\/gC8XJenmURY); the main message connects nicely with SFU introduction video in the sense that we can\u2019t control our dream jobs\u2019 existence or even that of our \u201csafety\u201d job. As such, it is important for us to practice the five critical skills of career planned happenstance, which are:<\/p>\n

\u2022 Curiosity: explore new learning opportunities<\/p>\n

\u2022 Persistence: continue trying even when you run into setbacks<\/p>\n

\u2022 Flexibility: be open to changing attitudes and situations<\/p>\n

\u2022 Optimism: see new opportunities as being possible and attainable<\/p>\n

\u2022 Risk taking: have the courage to do something even when you\u2019re not sure how or if it will turn out<\/p>\n

\n

Instructions<\/span><\/h3>\n

COMPONENT 1: Develop your career contact list\u00a0\u00a0<\/span><\/p>\n<\/div>\n

Compile a list of 250 individuals who might play a contributing role to your career. These can be individuals already within your network (e.g., friends, classmates, family, co-workers), or individuals you would like to meet (e.g., local business leaders, contacts within your network). When identifying individuals, consider diversity and find people with varying perspectives. For example, is there someone whose life experience might be different from your own that you\u2019d like to learn more about? Who might be able to positively challenge your perspective?<\/p>\n

To keep track of your connections, organization is key. You may use MS Excel or apps such as HubSpot. In your list, include their first and last names, contact information (email and\/or phone), and why you think they might be helpful to your career. Students who were thoughtful about who they include in their contact list and benefitted the most from the assignment. For instance, a former student in KPU\u2019s EDUC 4100 (Post-University Transition) course who aspired to become a Meteorologist included the Chief Meteorologist from a local news network on her list as a possible career contact.<\/p>\n

A note on privacy: As you are compiling people\u2019s contact information, please be respectful of their privacy and not share their information (e.g., put your contact list publicly online)<\/p>\n

COMPONENT 2: Connect with your career contacts<\/p>\n

Part A<\/p>\n

Reach out to everyone on your contact list by sending them a message. You may choose to start with a generic templated message that you adapt depending on the individual.<\/p>\n

Your message may include COMPONENT 3: Reflect on your experience<\/p>\n

Reflecting on the tasks you conducted for this project, answer the following questions in any of these formats:<\/p>\n

\u2022 a written paper (3-4 pages excluding appendices)<\/p>\n

\u2022 a video (3-4 minutes in duration)<\/span><\/p>\n

\u2022 an infographic<\/span><\/p>\n

\n

Format Requirements<\/h3>\n<\/div>\n
\n
\n
\n

Attribution<\/p>\n<\/header>\n

Career Connections Assignment: Educator Guide<\/strong>\u00a0is\u00a0licensed\u00a0by\u00a0Candy Ho,\u00a0Kwantlen Polytechnic University;\u00a0Pamela Ip,\u00a0Kwantlen Polytechnic University;\u00a0Mary Wall,\u00a0Montgomery College\u00a0under the Creative Commons Attribution 4.0 International (CC BY-NC)<\/a><\/div>\n<\/div>\n

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