Career Development Plan Career Development Plan (15%) Individual assignment Students will complete the TriMetrix assessment and use their results to

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Career Development Plan (15%)

Individual assignment

 Students will complete the TriMetrix assessment and use their results to formulate a career development plan to create a unique identity/brand for themselves.

Prepare your own five-year career development plan about ‘What do you intend to do professionally in the next 5 years (1st year, 2nd year, 3rd year, 4th & 5th year)’?  Your plan must be presented in timeline format (This can be done using MS Project and multiple other software). Your plan will also be assessed based on how creative your timeline is. Simple timelines (a simple table of one made using Word) will be marked down. Be very specific with your timeline, provide dates for when you will achieve different things mentioned in your timeline. For instance, if you mention in your timeline, you will attempt an exam provide a DATE of when you will attempt that exam. Also include the COSTS associated with completing different activities. Your career plan must address and consider the following items: 

 

1. What are your career objectives? What position, field, or industry do you want to work in/for? (To be answered in introductory paragraph – Max 1 page) 

· Which province in Canada and why? (This needs to be supported with job market analysis such as employment options, field attractiveness- current job openings within your field, income potential/salary rates across different provinces– I want to see a lot of statistics in here – Don’t make this section descriptive – use graphs, pie-charts, salary benchmarking tables from federal and provincial reliable sources) 

 

2. If you intend to work for an organization, what are the possible promotional opportunities for career growth, and what senior-level position do you wish to obtain? How long will it take for you to obtain your next promotion within your field? What certificate will be needed for promotion? how many years of experience will be required for the promotion? (Again, maximum one page in writing and also included these promotions in your timeline) 

 

3. An inventory of your current skills, abilities, training, and education and the required qualifications for your desired position? (Strictly use a table to outline your current education as well as all job-specific skills, certificates, etc., that you have. Only mention the certificates/degrees acceptable in Canada, see NOC website for reference) 

 

4. From your timeline Identify three action steps that are crucial to achieving your stated career development plan. These steps are usually those without which your plan cannot proceed. (Put heading action steps and describe them in short paragraphs- 3-4 lines maximum)

 

5. Identify potential barriers that might prevent you from reaching your stated career goals and objectives. (In bullet points – make sure they are all realistic and applicable to you. Just imagine what problems would you face while starting your professional career in Canada) 

You can use
https://www.ganttproject.biz/download/gp30
for your timeline.

APA writing conventions should be followed in the plan with sources/ websites referred to, properly referenced, and cited including in APA format, the report must demonstrate analysis of the material and its application to the workplace.

The submission date is mentioned in the course schedule (i.e., week 10) in the course syllabus. All submissions will be made on Moodle. Please note that assignment submissions are ONLY accepted on Moodle and NOT on email. Kindly rename your assignment file by your respective name before you upload it. For example, if John Smith is submitting his assignment file name should be “Johnsmith”.

The career development plan will be graded from 15% as per the rubric mentioned below.

Appendix – A

Assessment Rubric for Career Development Plan

1-4 Scale

 

1

2

3

4

Percentage Score

Weight

0-59

60-67

68-71

72-75

76-79

80-84

85-89

90-100

Grades

F

C

B-

B

B+

A-

A

A+

Mastery Level

Beginning

Developing

Competent

Mastery

Standard Level

Below Standard

Approaching Standard

At Standard

Exceeds Standard

DESCRIBING EXPERIENCE

Student provides a description of the experience, observation, activity, reading, etc. upon which he or she is reflecting

20

Automatic/superficial responses with little conscious/deliberate thought or reference to existing knowledge; responses are offered without attempting to understand them

Makes use of existing knowledge without an attempt to evaluate/appraise knowledge; demonstrates understanding but does not relate to other experiences or personal reaction

Active and careful consideration of existing knowledge and articulates new understanding of knowledge as a result of experience

Critically reviews existing knowledge, questions assumptions, and articulates new perspectives as a result of experience

DIRECTED TOPIC REFLECTION Evidence that the student has questioned or evaluated their prior perceptions, actions, or beliefs about (Collaboration, Professionalism, Autonomy, etc.)

20

No evidence of insights about personal reflection or limited to description of general opinions and behaviors without reflection on underlying assumptions, habits, or values driving those opinions or behaviors.

Limited/superficial insight about student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting.

Reflection – Making connection between student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting.

Critical reflection – Critical evaluation (questioning, examining more closely) student’s personal assumptions, habits, or values and their connection to the opinions or behaviors upon which the student is reflecting in light of other perspectives.

CONNECTION ACADEMIC CONCEPTS Quality of “Lessons Learnt”. Student uses coursework, reading, or independent research to advance reflection as appropriate.

20

Connections are not drawn between experience and class content (concepts/theories) or literature. No use of TriMetrix results.

Connects experience with class content (concepts/theories) but remains superficial or abstract. Some use of TriMetrix results.

Demonstrates clear connections between experience and class content (concepts/theories); evidence of application of theory. Fair use of TriMetrix results.

Demonstrates superior connection between experience and class content (concepts/theories) and literature; evidence of application of theory and reconstruction of perspective. Substantial use of TriMetrix results.

GOAL SETTING & PLANNING Students connect personal values and life purpose to the motivation and inspiration behind their goals. Students locate programs, information, people, and opportunities to support and reality test their goals

10

the goals and plans were poorly illustrated or with identifying no goals and plans

Identifies basic short- and long-term goals for time in class. No or little identification of specific skills, resources and activities to enhance life experience or support academic and career goals

Explains how short- and long-term goals are linked to their overall reasons for attending college and/or personal aspirations. Provides description of short- and long-term goals and why these goals are relevant to academic and career success. Presents a course plan for 2-4 years Identifies skills and experiences needed and describes specific resources available to support achieving academic and success

Describes short- and long-term goals as well as connections between personal, academic and career goals and how the goals support each other. Fully integrates a well-thought personal 2–4-year course plan with necessary skills and relevant resources and experiences available to support achieving academic and career success. Provides detailed information on how resources and experiences will develop specific skills and knowledge in academic and career field


Style & Mechanics (Actual Total 25%)

 

 

APA

Application of the requirements of the 7th APA manual to create a standardized formatted report

10

Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling

7th Ed. APA Manual is followed with significant errors in:
title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism

7th Ed. APA Manual is followed with minor errors in:
formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context

7th Ed. APA Manual is followed with no errors including:
properly formatted title page, properly formatted references pages, in-text citations are correctly used, paraphrasing and direct quotes are properly used in the correct context

Grammar/Punctuation/Spelling

Use of proper English language grammar, spelling and punctuation to create a readable paper.

10

Sentences are lacking in completeness, clearness, conciseness and are not well-structured.
Transitions do not maintain flow of thought.
Words are ambiguous.
Tone is inappropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used.

Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling

Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling

Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling

Readability & Style

Clarity of thought and appropriate level of language use that brings the author’s thoughts and ideas to the reader.

10

Sentences need to be more complete, clear, concise and well-constructed.
Transitions do not maintain flow of thought well.
Words are not precise and have some ambiguity.
Tone is not appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used too much.

Sentences are mostly complete, clear, concise and well-constructed.
Transitions mostly maintain flow of thought.
Words are mostly precise with little ambiguity.
Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used sparingly.

Sentences are consistently complete, clear, concise and well-constructed with strong, varied structure.
Transitions consistently maintain flow of thought.
Words are quite precise and unambiguous.
Tone is completely appropriate to audience/assessment. No colloquial language or inappropriate use of paraphrasing used.

Marks

100

Additional Comments

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