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This guidebook was developed for schools to use to improve their current career planning efforts by placing career planning in the context of a comprehensive guidance program. The guidebook defines activities that make up life planning and provides the framework for students to conduct self-reviews using these career planning principles. The guidebook is divided into three parts. Part 1 consists of an introductory chapter that focuses on the relationship of career planning to the total guidance program. Part 2 contains seven chapters that elaborate on the following essential components that are used to evaluate coalition-based career planning efforts: clarity of purpose, commitment, comprehensiveness, collaboration, coherence, coordination, and competency. Part 3 provides a self-evaluation process and form designed to help leaders direct a comprehensive self-study. An appendix links career development competencies by area and grade level. (KC)

The resources necessary to operate a complete career guidance program are considerable. This handbook maps the territory of funding resources for those working in the field of career guidance. Following two brief introductory sections, the first part of the handbook deals with defining program needs. The needs that are identified can serve as the basis for developing funding proposals. Under each of the need categories (e.g., staff, audiovisual media and equipment), are questions designed to help focus on the needs in that category. The next section examines types and sources of funding. The following categories of proposals are described: major grant proposals, mini-grants, excess property/corporate donations, and in-kind giving. Four major sources of funding are considered: the federal government, state government, local sources, and foundations. The next section, Using the System, contains guidelines for proposal development. Included here is information for selecting the best funding sources to pursue, building a case for the proposal, and preparing the proposal. Forms include a time line for proposal development, a proposal development format, a sample budget summary, and a sample resume. The final section looks at ways to become involved in policy formation and funding decisions. Contact addresses, sample foundation descriptions and their grants to career guidance, a funded proposal for developing a career resource center, sample letters, preliminary proposal, and a sample time line are included in the appendices. (LLL)

This training program is a model for recruiting and training counselors to address the career development and educational planning needs of current employees. Section A is directed to the instructor who will train counselors to provide career development assistance to employees of an organization. It describes the program concept and discusses marketing certified counselors; workshop process; and use of the training materials. Section B is directed to the counselor trainees. Seven modules are grouped into three categories: program initiation and goal setting (program intake, employee assessment, employee career planning); program and service referral (employee referral and follow-up, employability skill development options); and program operation and evaluation (client and counselor program evaluation, program operation strategies). Each module leads to the acquisition of three or four competencies. The standard format for each module is as follows: an information sheet that presents the goal and an outline of the competencies thought critical to achieving this goal; overview that describes the purpose and content of the competency to be addressed; learning experiences with objective, review to demonstrate understanding of the competency, activity, and checklist; evaluation; and references. All necessary exhibits and worksheets are provided. (YLB)

A career development content model for organizing, developing, and implementing future career guidance programs is presented in this information analysis paper intended for guidance counselors and directors, program planners, and vocational educators. The model addresses such issues as self, economic, societal, leisure and avocational, and attitude and value understandings necessary for life-role decisionmaking which results in life-role planning, securing, and maintenance over the life span. Critical features of planning necessary to assure that local career guidance programs are in fact designed, developed, tested, and delivered to meet specific career development needs of the people they are to serve are discussed in the area of each process step including the following: planning (initial planning, local data-based planning, planning for local career guidance and counseling, activity tryout and implementation test), career development, needs assessment (individual and group), resources for guidance, goals and objectives, new career guidance practices (home-centered guidance, subject and nonsubject-matter-based guidance and counseling, and community centered guidance), placement (labor exchange models, client-centered models, client-advocate models), follow-through, evaluation, community relations and involvement, staff development, and attitudes toward guidance. A summary of recommendations for career guidance program, future change, and brief projections on counselor role in the near future are included. (TA)

Materials contained in the 16 volumes that make up the Rural America Series suggest practices through which rural schools can meet local community needs and realize their potential for career program delivery. This handbook, one of five in the subset of program process documents for the series, is intended for use by the coordinator in establishing a process for use of the series through systematic planning while establishing the framework for evaluation. Evaluation roles presented are formative and summative for evaluating (1) program development processes, (2) practice implementation processes, and (3) student outcomes. Section 1 of the handbook prescribes the identification of evaluation personnel and discusses effective evaluation. Section 2 deals with developing the program plan. Section 3 discusses the evaluation plan with necessary components for evaluation criteria and data sources, instruments, evaluation procedures, timelines, evaluation competency requirements, personnel available, identified inservice needs, inservice activities, and cost. Section 4 briefly introduces the process of reporting findings. The final section deals with options for actual use of the reported findings. The appendixes provide a sample program plan, evaluation plan, examples of instruments that could prove useful in implementing the evaluation plan, and a sample reporting format. (TA)