Module 7 Adaptability and Lifelong Learning NC-NET Employability Skills Resource Toolkit Module 7: Adaptability and Lifelong Learning Overview. 10 Activity: Job Exploration and Genograms. 11 Activity: Obtaining and Maintaining Credentials. 26 Activity: Preparing for Career Transitions.
30 Activity: Learning From Hobbies. 34 Activity: Adapting in Video Games. 39 Activity: Managing Stress. 43 Assessment Tools/Strategies.
45 Rubrics for Instructor Assessment. 46 Rubric for Self-Assessing Adaptability and Lifelong Learning Skills. 47 Rubric for Assessing Adaptability and Lifelong Learning Skills. 49 Videos and Weblinks.
51 NC-NET Employability Skills Resource Toolkit Page 1 Module 7 Adaptability and Lifelong Learning Overview Adaptability and lifelong learning are essential for a motivated and productive workplace. Workers must continue to learn to maintain skills, adapt to new equipment and processes, and acquire new skills to be able to become “promotable.” Learning new skills and being cross-trained in other areas helps to prevent burnout on the job and also increases the employee’s worth both within the company and if the employee seeks employment elsewhere. Employers that provide cross-training to employees say the benefits include the following: • Promotes employee well-being and prevents burnout • Improves employees’ ability to handle work overflow • Ensures emergency coverage of all positions • Creates succession plans for employees to move up within the organization • Ensures proper training of all employees • Often improves the processes as new eyes bring different perspectives In this module students are exposed to activities that help them see the value of lifelong learning and the ability to adapt to new processes, management styles, equipment, and so forth. Activities include: • Job exploration and the creation of career genograms • Obtaining and maintaining credentials and the benefits of belonging to professional organizations • Preparing for career transitions • Learning from hobbies and other informal venues • Adapting in video games as an object lesson on adapting in the workplace • Managing stress both on the job and in personal life This module provides: • Instructor Presentation Materials—A set of slides to help organize the topics for discussion and provide talking points to introduce the activities • Classroom Activities—A set of activities from which to choose, requiring minimal materials and preparation, to address facets of adaptability and lifelong learning • Assessment Tools—Rubrics for use by both instructor and student to assist in gauging progress throughout the course • Videos and Links—A collection of links that will help both the student and instructor take advantage of the abundance of electronic resources available NC-NET Employability Skills Resource Toolkit Page 2 Module 7 Adaptability and Lifelong Learning Presentation Materials SLIDE TEACHER NOTES 1 • The first activity in this module encourages students to complete one or more of the many career surveys available online, which strive to match personality traits and professional skills with the many available career areas.
• The handout available for this activity lists 2 thousands that have profiles available at the U. of Labor website. Spend a few minutes with students perusing that handout or exploring the website. • Ask students to interpret (guess from the context) the few symbols used in the sketch: squares are males, circles are females, “X” indicates deceased, horizontal lines indicate family members (by marriage or birth), diagonal or vertical lines indicate offspring, joined diagonal lines indicate twins (or 3 triplets), horizontal lines joining twins indicate identical twins, dashed lines indicate adoption, crossed-out lines indicate divorce, and members at the same vertical level are in approximately the same generation.
It’s likely that genograms will be encountered with slightly different notations. There is a summary of genogram notations at http://en.org/wiki/Genogram NC-NET Employability Skills Resource Toolkit Page 3 Module 7 Adaptability and Lifelong Learning SLIDE TEACHER NOTES • Career genograms are interesting because they often suggest possible explanations for why you or your family members may be inclined to follow certain career paths. Might it be because, at your family gatherings, the topics of discussion are about the careers represented around the room? • We suggest using a free trial version of GenoPro for this activity. • Students may not be aware of the many career clusters other than the ones they are pursuing.
You can take a moment to rattle off the names of a few others. It’s a good thing that we are all different, so there are folks to fill all those important jobs that don’t interest us! 4 • So, within the chosen cluster, students should identify a career pathway from the many available ones, and then identify an entry-level position that matches their skills and ambitions. See the next slide for more ideas about this activity. • Students should select workplace positions that match their skills and serve as a pathway to advancement to their future goals.
We hope that the entry-level position is not their final ambition. 5 NC-NET Employability Skills Resource Toolkit Page 4 Module 7 Adaptability and Lifelong Learning SLIDE TEACHER NOTES • Encourage students to name examples of credentials they know about, and then fill in the blanks from the following list, or additional ones from your own career area: accountants, auditors, financial planner, architect, radio operator, broadcast television engineer, structural engineer, 6 insurance counselor, land surveyor, tax preparer, systems engineer, electrical engineer, network administrator, psychologist, veterinary assistant, chiropractor, dental assistant, doctor or nurse or therapist (of any type), medical dispatcher, emergency medical technician, paramedic, massage therapist, social worker, hypnotherapist, acupuncturist, real estate agent, investment manager, notary public, attorney or paralegal or legal secretary (of any type), emergency manager. • Discussion questions: As a consumer, do you have more confidence in people who hold credentials? Some credentials and licenses require yearly continuing education or re- testing rather than simply a degree. Why do you think this is so? • These questions can be used as starters for the credentialing activity in this module.
7 NC-NET Employability Skills Resource Toolkit Page 5 Module 7 Adaptability and Lifelong Learning SLIDE TEACHER NOTES • These questions can be used as starters for the credentialing activity in this module. 8 • Students probably realize that there are no automatic promotions these days. Prompt them to reflect on the questions provided. Acquiring new or advanced skills, participating in professional activities that demonstrate commitment to the career field, participating in hobbies that build skills, 9 and demonstrating mastery of “soft skills” such as communication and dependability are the types of efforts that lead to promotion., to another department at the same pay grade) provides the opportunity to work in other divisions within the company and practice skills that are immediately relevant to the company.
• In this activity, students should not become unduly alarmed, but they do need to consider the possibility that the unexpected could happen, and their perfect career plan might crumble. It might be unexpected catastrophe, a decision by upper management to downsize, a change in the 10 economic situation, the unexpected arrival of a son or daughter, or maybe even retirement. Any number of things can cause our plans to change. • Links in the activity should be explored by students.
NC-NET Employability Skills Resource Toolkit Page 6 Module 7 Adaptability and Lifelong Learning SLIDE TEACHER NOTES • Links given in the activity should be explored by students: http://www.org/ http://www.org/skills/ http://www.org/search/ 11 • Hobbies can improve both personal well- being and academic success and provide a balance to the stress of life’s responsibilities. • Give opportunity for exploring other areas of interest, possibly leading to expanded education, training, or even a career change. 12 • Provide incentive and opportunity to apply or even discover one’s creativity and talents, without the pressure of work expectations. • Open up a new world of social opportunities with others who share an interest in similar hobby area(s).
Such interactions often open doors for career moves through networking. • Boost self-image and self-confidence to help find, practice, improve at, and be recognized for “something you’re good at.” • This slide summarizes the module’s hobby activity guidelines. 13 NC-NET Employability Skills Resource Toolkit Page 7 Module 7 Adaptability and Lifelong Learning SLIDE TEACHER NOTES • Prompt students to reflect on these questions and research the answers, if necessary. 14 • Yes, you must adapt to advance in video games.
Think about it: You make it past the first few levels just fine, and then what? You must learn something new, or apply a different skill to continue to advance. So, we’re going to recognize that strategy and apply it to lifelong learning. 15 • So, these are the questions we’d like the students to answer for the games, and then for their job/career. 16 NC-NET Employability Skills Resource Toolkit Page 8 Module 7 Adaptability and Lifelong Learning SLIDE TEACHER NOTES 17 • This activity directs students to take a couple of quick quizzes online that provide a score as an indicator of their stress level and their ability to cope.
Of course, the results are 1) only as reliable as the input, and 2) generalized based on population averages (not able to reflect an individual’s unusual 18 psychological makeup or circumstances). Students should be directed not to take these results too seriously, but maybe to start thinking about their lives. Instructors can use the results as a discussion starter about stress and resiliency. • Students may approach instructors privately with concerns following the discussion on stress.
Please be prepared to give students appropriate referrals to services provided by the campus and the community.com/quotes/quote s/m/mahatmagan133995.html 19 NC-NET Employability Skills Resource Toolkit Page 9 Module 7 Adaptability and Lifelong Learning Teaching Resources ACTIVITIES The following activities are examples of activities that can be completed in class to emphasize, teach, and practice Adaptability and Lifelong Learning. The activities can be used as included in this resource, or they may be adapted and tailored to fit the specific courses being taught. Suggestions for tailoring the activities precede each activity with examples from several different subject areas/career pathways. The suggested modifications are provided as examples for instructors with ideas of how they might tailor the activity to fit with the content they are already teaching.
NC-NET Employability Skills Resource Toolkit Page 10 Module 7 Adaptability and Lifelong Learning ACTIVITY: JOB EXPLORATION AND GENOGRAMS Instructor Preparation This activity is primarily aimed at students who have not already completed one or more career survey instruments. However, the optional career genogram may interest others. Everyone has different preferences and different personal goals. Many career surveys exist that can help students describe themselves, identify the subjects they like and dislike, the activities in which they do well and those they do poorly.
These surveys attempt to mechanically summarize the responses and reveal which career clusters might be a match for students’ interests and capabilities. Even if they completed a career survey several years ago, it will be helpful for them to complete one again. It will provide insight about areas of strengths and weakness and how those align with today’s career opportunities. An optional part of this activity asks students to consider the careers in their family.
We all inherit more than just genes from our parents and close family members; we are also influenced by observing their conversations, hobbies, extracurricular activities, travels, and other interests and activities. A career genogram tracing one’s family tree (back to grandparents or farther, if desired) examines the careers that each family member pursued. Creating a career genogram can be personally rewarding and help students examine the competencies and strengths obtained from their family, as it might impact their own career search. Objectives Students will: 1.
Complete one or more career-choice survey instrument. Complete a career genogram (a family tree of career paths; requires some outside research information by the student about their family history). Materials • Internet access to career survey instruments or interest inventories. • Internet access to career exploration websites.
• Handouts 1 and 2 • Optional: Student’s own family tree information, including occupational history.