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This Coordinator's Guide accompanies the module Helping Students Develop Career Decision-Making Skills. It defines the coordinator's role from four aspects: setting the tone, setting the pace, facilitating the discussion, and evaluating. Suggestions for preparing and presenting the workshop are offered. The actual text is in the accompanying module, but the coordinator is given specific directions for carrying out and assessing the activities. Areas covered are: (1) the importance of teaching students skills in career decision-making; and (2) types of activities and resources which can be used to teach them. The workshop is designed for teachers and guidance personnel who wish to become familiar with the above areas. (Author/BP)

This module is aimed toward those teachers and guidance personnel in school settings, grades K-12, or participants in preservice training programs, who are interested in developing an understanding of (1) the importance of teaching students skills in career decision making and (2) the types of activities and resources which can be used to teach skills in that area. Upon completion of the module, participants will be able to outline a rationale for teaching students skills in the area; modify for use with students in their own setting one of the activities presented in the module which can be used to help students develop career decision-making skills; and identify three other sources of information, materials, or resources related to the module topic area. The module is designed as a six-hour workshop. The term "career" is broadly defined, including learning and leisure as well as work activities. Evaluative activities are included. A separate Coordinator's Guide is designed to accompany the module. (Author/BP)

This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with meeting the guidance needs of older adults. Addressed in the module are the following topics: describing a negative and a positive bias, stereotype, or attitude held toward older adults and determining the possible cause and effects of each one; describing examples of older adults' positive and negative accommodation to changes in life roles and factors that explain each type of accommodation; identifying strengths and weaknesses in listening and attending skills; and applying a problem-solving strategy to help older adults solve their career development problems. The module consists of readings and learning experiences covering these four topics. Each learning experience contains some or all of the following: an overview, a competency statement, a learning objective, one or more individual learning activities, an individual feedback exercise, one or more group activities, and a facilitator's outline for use in directing the group activities. Concluding the module are handouts, a participant self-assessment questionnaire, a trainer's assessment questionnaire, a checklist of performance indicators, a list of references, and an annotated list of suggested additional resources. (MN)