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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)

This paper highlights the centrality and importance of quality guidance and counseling programs in national efforts to implement educational reform. Such reform is essential for excellence in the initial preparation and skill development of youth and adults to ensure the country's competitive position in world markets and to improve work role satisfaction. The paper first describes the history of guidance and counseling programs and then outlines important changes in the structures and strategies of guidance and counseling. Descriptions of the providers, settings, and expectations of guidance and counseling programs are then provided, showing that by far the greatest number of guidance and counseling staff work in elementary and secondary schools. Following are summaries of how guidance and counseling personnel meet local, state, and national needs in a number of areas: improved school involvement and performance, personal and interpersonal work skills, preparation for careers, career planning skills, and career awareness and exploration. Five basic premises from which guidance and counseling programs in schools can be developed are advanced: (1) guidance is a program; (2) guidance and counseling programs are developmental and comprehensive; (3) guidance and counseling programs focus on individuals' competencies, not just their deficiencies; (4) guidance and counseling programs are built on a team approach; and (5) guidance and counseling programs mandate articulation. Finally, the paper calls for improved support and resources for guidance and counseling programs in order to improve program outcomes for all students. (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 booklet outlines some points about a veteran's unique marketability, advantages acquired by working for the military, benefits earned, and some ideas for packaging a veteran's credentials. It lists worker characteristics with which employers are most impressed. Career planning steps are outlined, complete career examination is recommended, and the basic examinations that should be requested are described. Suggestions are made for the information that an interviewee should make available to prospective employers. A suggested approach to the job interview is also described. Individual sections consider demand occupations; owning one's own business; selecting the best offer; negotiating; foreign opportunities; selecting retraining options; and scholarships, loans, benefits, and entitlements. A list of national offices for resources and assistance provides names, addresses, and telephone numbers. A veterans' benefits timetable presents time limits, benefits, and where to apply. A list of military organizations that might be of assistance identifies the city in which the headquarters is located. An attachment lists eight recommended resources to develop employment transition skills. (YLB)

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)

One of five sections of materials for a program to change teacher attitudes toward career education, the leader's guide presents a plan for a three-day teacher inservice workshop involving role playing by both dissonant and consonant groups. The dissonant group consists of persons with low change orientation who assume roles advocating career education. However, the consonant group participants reflect their measured attitudes, either for or against, in the role playing. Included are workshop activities for each day, materials and suggestions for the leader, workshop handouts, a post-workshop evaluation form, and typical career education lesson plans. (Author/MF)

The document is the first of a subset of six instructional packages focusing on teacher orientation to career education. Utilizing a group approach, the module presents both historical and current perspectives on factors influencing the development of career education. Four lessons comprise the module concerning the topics of: (1) preparing participants for group involvement, (2) the career education movement in perspective, (3) current educational and social characteristics affecting the need for career education, and (4) a rationale for emphasizing decision-making skills in career education. Each lesson is organized according to goals, performance objectives, content, learning activities, related resources, and study questions. Along with a glossary and a list of supplementary readings, transparency masters, task sheets, handouts, and readings pertinent to each of the lessons are included. (LJ)

The module is one of a series of eight developed to provide inservice training for administrators of career education programs. It attempts to identify the essential components of comprehensive career education program development. A careful examination is made of the major components of program development: curriculum, staff development, guidance and placement, community involvement, support systems, and evaluation. The process of working such a program into the school through staff, students, parents, and community groups is presented and views as an interactive process wherein planning, implementation, and review are continuous and of concern to all groups. The two lesson topics are (1) program development components and (2) operational characteristics of program development components. Transparencies, task sheets, and handouts accompany the lessons. A 50-page section provides coordinated supplementary readings. (Author/NJ)

The module is one of a series of eight developed to provide inservice training to administrators of career education programs. It presents financial program planning as an integral part of the administration of career education. Financial program planning as a concept and basic administration task is defined in this module to include three elements: (1) financial planning, (2) financial programing, and (3) budgeting. The learning objectives of the module are: to become familiar with procedures in financial planning; to become familiar with a financial program for career education; to identify financial and human resources necessary for the support of a total program; and to develop an operational plan for use in a local education agency. Each of the four lessons includes transparencies, task sheets, and handouts. A 32-page section provides lesson-coordinated supplementary readings. (Author/NJ)

The facilitator's guide introduces and explains an inservice program for administrators in career education. Consisting of eight additional modules, the program presents the administrator with an opportunity to examine career education, its implications for educational programs, and the various administrative functions affecting its implementation. The document presents an overview of the program, with an explanation of its organization, a glossary, and suggestions for implementation. Included are three instruments for collection of preworkshop data to be used in deciding lesson priorities and in evaluation of overall workshop effectiveness. A final 26-page section provides an overview of various teaching techniques. (NJ)

The module is one of a series of eight developed to provide inservice education training for administrators of career education programs. An examination of basic scientific planning approaches and procedures is presented to provide the administrator with a basic tool to implement career education. Various scientific management techniques and their application to educational planning are reviewed. The emphasis is then placed on activities that involve students in practical, useful exercises. The final product is a plan of implementation which is applicable to the situation in students' local districts. Both lessons include transparencies and lists of related resources. A 46-page section provides lesson-coordinated supplementary readings. (Author/NJ)

The module is one of a series of eight developed to provide inservice training for administrators of career education programs. The focus of the module is on the determination of needs as a prerequisite for implementation of programs in career education. The major lesson topics are: (1) the importance of needs assessment in career education, (2) needs assessment instrumentation, and (3) analysis and utilization of needs assessment data. The introduction provides a brief overview of the purpose and rationale for the module. Goals and objectives are presented together to show the interrelationships, flow, and depth of coverage. Each of the three lessons is organized around a module goal, supportive content, and learning activities, with accompanying transparencies, task sheets, and handouts. A section of supplementary readings also appears. (Author/NJ)

The module is one of a series of eight developed to provide inservice training for administrators of career education programs. It focuses the attention of the administrator on the various resources of the informational services (occupational, educational, and personal-social) which are available for use in career education resource centers and the integration of career education materials into the regular classroom curriculum. The lesson topics include: using resources to facilitate student awareness; classifying and disseminating career information; assessing human and nonhuman resources; and sources of occupational, educational, and personal-social materials. Task sheets and handouts to accompany the lessons are included, along with a list of supplementary readings. (Author/NJ)

The document is the third of a subset of six instructional packages focusing on teacher orientation to career education. It focuses on career education theory, goals, philosophy, and the concepts that are important to school staffs as the bases for implementation guidelines. The lessons also attempt to promote a thorough understanding of career education by the staff to help them correct misconceptions held by the public. The document contains four lessons which deal with the following topics related to career education: (1) supporting theories; (2) issues; (3) elements, concepts, goals, and outcomes; and (4) philosophy, goals, statements, and objectives. Each lesson is organized according to goals, performance objectives, content, learning activities, related resources, and study questions. A general glossary is part of the document, and readings, transparency masters, task sheets, and handouts for each lesson are also provided. (LJ)

The module is one of a series of eight developed to provide inservice training for administrators of career education programs. It addresses itself to developing an understanding of evaluation as it applies to accountability and decision making. The learning objectives are: to understand the accountability function of evaluation; to relate evaluation to the decision-making process; to consider the basic components of a comprehensive evaluation system; and to become familiar with evaluation as it applies to the program components of career education. Each of the four lessons is accompanied by transparencies, handouts, and task sheets. A 36-page section provides lesson-coordinated supplementary readings. (Author/NJ)

The document is the fifth of a subset of six instructional packages focusing on teacher orientation to career education. The two lessons included in the module are designed to aid inservice teachers in the identification and understanding of the value of cooperative relationships within the school and the community and the potential contributions of various groups to the development of career education. Further, methods for analyzing their roles in implementation of career education are presented for exploration by the teachers. Each lesson is organized according to goals, performance objectives, content, learning activities, related resources, and study questions. A glossary, lists of readings and supplementary readings, task sheets, and handouts for each lesson are included. (LJ)

The document is the final of a subset of six instructional packages focusing on teacher orientation to career education. The purpose of the module is to acquaint the user with the location, nature, accessibility, and suggested uses of various resources at the national, State, and community levels. Upon completion of the three lessons the user should be able to apply and integrate the content into a plan to identify, organize, and utilize a career education resource system at the local level. Each lesson is organized according to goals, performance objectives, content, learning activities, related resources, and study questions. A glossary and supplementary readings accompany the unit as well as readings, transparency masters, task sheets, and handouts for each of the lessons. (LJ)

The module is one of a series of eight developed to provide inservice training for administrators of career education programs. An opportunity is presented to the administrator to examine career education, its implications for educational change, and the various administrative functions affecting its implementation. Suggestions for the formulation of an implementation strategy base in local areas are presented. In addition, opportunities are provided for administrators to gain experience in handling criticism related to career education and to expand their own perspectives on the concept. The introduction provides a brief overview of the purpose and rationale for the module. Module goals and objectives are presented together to show the interrelationships, flow, and depth of coverage. Each of the four lessons is organized around a module goal, supportive content, and learning activities, with accompanying transparencies, task sheets, and handouts. An 80-page section of supplementary readings is coordinated with the lessons. (Author/NJ)