• Read the case. Refer to the NCDA writing tips if need

• For round 1, select 1 out of the remaining 3 questions to write a draft outline for your answer in English.

• For round 2, select 1 out of the remaining 2 questions to write a draft outline for your answer in English.

• For round 2, read the last question to write a draft outline for your answer in English.

Imagine you are talking with the parents of a 16 year-old female who is enrolled at your school. The student is an average student, has some involvement in extracurricular activities, a good attendance record, and above average scores on college aptitude exams. The parents are concerned that their daughter wants to study music. In 1-2 paragraphs, describe how you will use helping skills and communicate scope of practice and confidentiality in working with the parents. 

THEORY

What theory or theories best describe(s) your work with your clients?  

In 3–4 paragraphs, respond to the following statement:  Explain in detail which 1 or 2 career theory/theories introduced to you seem that most appropriate for the clients you serve.  We suggest the following format for your answer:

• Describe your clients and their primary needs.

• Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

ASSESSMENT

You have been asked to help design a career assessment program for middle school students, ages 13-14.

In 3 – 5 paragraphs, identify your choice of assessment and address the following:

• Which factors would you consider in selecting an appropriate assessment?

• How would you prepare the client for taking the assessment?

• How would you administer the assessment?

• How would you interpret the results and which steps would you ask the client to take next?

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

Consider a client in your practice who is seeking a job.

Respond in 3 – 5 paragraphs addressing the following topics:

• Identify resources for addressing the challenges the client may face during a job search

• Describe components of the job search process pertinent to the client situation.

• Describe how different informational resources can be used to help the client.

Imagine you are talking with the parents of a 16 year-old female who is enrolled at your school. The student is an average student, has some involvement in extracurricular activities, a good attendance record, and above average scores on college aptitude exams. The parents are concerned that their daughter wants to study music. In 1-2 paragraphs, describe how you will use helping skills and communicate scope of practice and confidentiality in working with the parents. 

THEORY

What theory or theories best describe(s) your work with your clients?  

In 3–4 paragraphs, respond to the following statement:  Explain in detail which 1 or 2 career theory/theories introduced to you seem that most appropriate for the clients you serve.  We suggest the following format for your answer:

• Describe your clients and their primary needs.

• Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

ASSESSMENT

You have been asked to help design a career assessment program for middle school students, ages 13-14.

In 3 – 5 paragraphs, identify your choice of assessment and address the following:

• Which factors would you consider in selecting an appropriate assessment?

• How would you prepare the client for taking the assessment?

• How would you administer the assessment?

• How would you interpret the results and which steps would you ask the client to take next?

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

Consider a client in your practice who is seeking a job.

Respond in 3 – 5 paragraphs addressing the following topics:

• Identify resources for addressing the challenges the client may face during a job search

• Describe components of the job search process pertinent to the client situation.

• Describe how different informational resources can be used to help the client.

You are working with a student who is considering a major in engineering. The individual is 19 years old and has experience working in a family retail business. He excels in school, earning A’s and B’s and also does quite well in sciences and math. He is pretty sure he wants to be an engineer. He says he is ready to make a decision. How would you use helping skills (reflecting, paraphrasing, listening, etc.) with this client?  

THEORY 

You are working with an alumnus who is considering changing their job. The individual is about 40 years old, has work experience, several children, and a bachelor degree. The client says she is not interested in doing some of the type of work she has done previously.  She is open to other possibilities and even training to gain entry to new kinds of work. What theory or theories will guide your work with this client? 

ASSESSMENT 

You are working with a 20 year old who is struggling with choosing a major. The individual has little work experience and already “sampled” a couple of different academic majors. Grades are very good, but the client just isn’t sure and feels lost about what to do next. The client says she might consider some of the academic areas she has already “sampled,” but she just isn’t sure.  Her parents are getting worried that she will be in college forever. How would you use formal and/or informal assessments to help this student make a decision about a major?  

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

You are working with an alumnus who wants to advance in her current company.  The individual is about 30, is a very good to exceptional performer, has 6 years with the organization, and a liberal arts background.  The client says she is open to learning about other possibilities and even training to gain entry to new kinds of work. While she enjoys her work and team, she wants to learn something new and grow. Respond in 3 – 5 paragraphs addressing the following topics:

• Identify resources for addressing the challenges the client may in moving forward

• Describe components of the job search/advancement process pertinent to the client situation.

• Describe how different informational resources can be used to help the client. 

You are working with a student who is considering a major in engineering. The individual is 19 years old and has experience working in a family retail business. He excels in school, earning A’s and B’s and also does quite well in sciences and math. He is pretty sure he wants to be an engineer. He says he is ready to make a decision. How would you use helping skills (reflecting, paraphrasing, listening, etc.) with this client?  

THEORY 

You are working with an alumnus who is considering changing their job. The individual is about 40 years old, has work experience, several children, and a bachelor degree. The client says she is not interested in doing some of the type of work she has done previously.  She is open to other possibilities and even training to gain entry to new kinds of work. What theory or theories will guide your work with this client? 

ASSESSMENT 

You are working with a 20 year old who is struggling with choosing a major. The individual has little work experience and already “sampled” a couple of different academic majors. Grades are very good, but the client just isn’t sure and feels lost about what to do next. The client says she might consider some of the academic areas she has already “sampled,” but she just isn’t sure.  Her parents are getting worried that she will be in college forever. How would you use formal and/or informal assessments to help this student make a decision about a major?  

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

You are working with an alumnus who wants to advance in her current company.  The individual is about 30, is a very good to exceptional performer, has 6 years with the organization, and a liberal arts background.  The client says she is open to learning about other possibilities and even training to gain entry to new kinds of work. While she enjoys her work and team, she wants to learn something new and grow. Respond in 3 – 5 paragraphs addressing the following topics:

• Identify resources for addressing the challenges the client may in moving forward

• Describe components of the job search/advancement process pertinent to the client situation.

• Describe how different informational resources can be used to help the client. 

You are working with a client who wants a job. The individual is about 40 years old, has work experience, few barriers, and a high school education. The client says she is not interested in doing some of the type of work she has done previously.  She is open to learning about other possibilities and even training to gain entry to new kinds of work. In 1-2 paragraphs, explain how you will use these specific helping skills in working with this client. These skills include attending, reflecting (summarizing, paraphrasing), listening, encouraging, and questioning. 

THEORY

What theory or theories best describe(s) your work with your clients?  

In 3–4 paragraphs, respond to the following statement:  Explain in detail which 1 or 2 career theory/theories introduced to you seem that most appropriate for the clients you serve. We suggest the following format for your answer:

• Describe your clients and their primary needs.

• Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

ASSESSMENT

Provide an example of an assessment(s) to use with clients with whom you work or want to work. In 3 – 5 paragraphs, identify your choice of assessment(s), explain why it/they is/are appropriate, how you will interpret the assessments, and how they satisfy the client’s needs. 

JOB SEARCH/ EMPLOYABILITY/ CAREER INFO

Consider a client in your setting who is seeking a job. Respond in 3 – 5 paragraphs addressing the following topics:

• Information resources that will help 

• Challenges the client may face and strategies for addressing them

• Identify resources (career information ones and others) for addressing the challenges the client may face 

• How you will assist the client with his/her needs.

• Career services professionals inside/outside of the school: can help the student to identify part-time job opportunities and provide guidance on balancing work and school.

• Local sport centers:

• Sport clubs in the school

• Fanpage/Interest Groups on Social media channels: these kinds of groups gather the same interest individuals so they can share a lot of useful information as well as internships/part time jobs in the field.

• Online job platforms: websites like VietnamWorks, TopCV …, and local job boards often list part-time positions suitable for students. These platforms allow students to filter job searches based on location, hours, and industry. On the other hand, they also provided many tips and knowledge related to the job world which provide more insight on the job search process to the student.

• Challenges: limited experience, network, expertise knowledge, knowledge about the occupation and the job market, supporting resources

2. Describe components of the job search process pertinent to the client situation.

• Information about self: interests, strengths, academic abilities

• Job search: research occupation, industry, employer, etc. → consider narrowing down the possible occupations because the client’s Holland codes are Enterprising and Realistic which make him afraid of spending time to read and research.

• Decision making: determine goals (narrow down what to do, location, etc)

• Define strategy: Online/offline search, Network: professional, personal, opportunistic

• Preparation:

  • CV preparation

  • Interview preparation

• Take action:

• Interview:

• Take offer:

3. Describe how different informational resources can be used to help the client.

• Find out parents concerns about their daughter’s decision to study music, ask open questions to encourage them sharing, active listening to show our care about their story

• Ask questions to discover the daughter’s career main decision maker (father/mother/herself)

• Sharing with parent about the value of choosing career by interest and ability of the daughter. (career tree - Phoenix)

• Invite student for a conseling and share with parents about the scope of practice and confidentiality when working with students

Analyze the group of students’ learning demands and habits: interview with teacher/school representative

Design:

• Learning objectives: self understanding/exploration related to career development plan

• Agree on program duration

• Number of students

Develop:

• Choose the assessment method to teach which are Easy to understand and visual, accessible => Card sort

• Choose the activities

• Agree on the evaluation of achievement outcomes

Implementation:

• Set up the location: less table, give room for the activities

• Teaching equipments preparation: the cards, games, music,

• Coaching assistants: agree on outline…

• Teaching material: ppt, activity instruction, link to padlet/mentimetor, exercise

• Rehearch to check time keeping=> Review the content if needed

Evaluation::

• Test

• Reflection

• Questionaires

• Grade 10 students, study in public school, good at almost all majors but no specific interest in those subjects. Parents are worried about her future career and want her to have a stable job. 

• Primary needs: student: want to find a high paid job; parents want to find a stable job.

• Name and describe each of the theory/ies including why you see it/them as framing your work with your clients.

• Holland: 

  • explore interests and identify occupations that match the student's interests and strengths

  • Why Holland?

    • Suitable with the student’s perspective

    • Easy to conduct and 

    • People will be more satisfied and productive if the job is compatible with their interest

    • There’s no platform like O*net in VN….

  • What will Holland help the student?

    • The detailed explanation of Holland code helps the student to understand better about her, natural tendency

• Donald E. Super’s Career Development Theory

  • Emphasizes that career development is a lifelong process and the student

  • Emphasizes that there are many factors that impact the student’s career decision

• Planned Happenstance Theory: 

Primary need: CSP introduce how to discover the career insights of the 3 potential options since the students

Challenges:

• Students may lack of self research capability

• Lack of company resource to support K12 students career exploration

Steps to work with students:

1. Introduce to online resources: Career One stop, ILO, LinkedIn, Danh mục nghề nghiệp Việt Nam, các sách giới thiệu nghề… => Overview requirement of the jobs

2. Introduce experts in practice contacts for student to do informative interview in order to explore the career. => Insights and challenges of the jobs

3. Encourage students to take internship, apprentice, industry talk workshop… => Learning by doing and involving

• School Career Department support alumnus

• Alumnus who works in the same industries? 

• Line Manager + TA + OD to see her internal career path, any training or new project she can take more responsible, conquer and expand herself

• Any support from company for her to study more & grow internally

• Networking via Industry Conference: to observe new roles in other industries and companies and informational interview

• Scan Job Board to see some positions that similar and higher than her positions and to see her matching percentages with those jobs. 

• Identify any related courses relating to her current job that she can be benefited from. 

Touchpoint in process: Tailor HOW in job application skills

• Create portfolio 

• Interview/ Mock

• Follow up in first 2 months if she take new job

• O*NET Interest profiler - https://www.mynextmove.org/explore/ip

• Compare her academic accomplishments with real-life experience

• Check which area she is confused about: skills, values or interest?

Skills: 

• Structured Interview to check if there is any transferable skills from school projects or teamwork

Values/Motivator: 

• Career Drivers Inventory Indigo - https://huongnghiepsongan.com/congcuindigo/

• Check if she is motivated by something different from social norms

• Ask for her Idol/ Successful role model to see her values in career.

• Extend of career’s perspective of target students

• Age appropriate

• Minor groups (like Khmer, ..)

• Available time schedule

• Family influence

• Financial condition

• How would you prepare the client for taking the assessment?

• Find out primary needs: 

• Use Transition Theory - Nancy K. Schlossberg to scan for any change during and after job transition: 

  • Situation - a transition is triggered by a situation - 

  • Self - the individual copes with transition using their strengths and experiences

 - Use Traits & Factor Theory - Holland to Explore Previous work & Favorite Occupation Interest, what she love most about previous work and what she is interested in, and her natural strengths.

- Check her education/Bachelor's degree to see if  

• 
  

• Supports - the people and resources available to help deal with transitions - Alumni System of her school, any support for her to study higher, or recommendations from her professor

• Strategy - a plan to get through and past the transition

• 
  

• Insights: Bachelor of which major, did it match with new job/direction

• Motivated Skills & transferable skills 

• Interest

Attending skills 

We first use attending skills to let him feel welcome and build trust, and start using active listening to hear him,.....

• Keeping warm Eye-contact with him at all time

• If he shy, we can write down his story

• Warm voice 

• Keep attention to his stories

Active Listening + Empathy

Asking Open-Ended Questions: 

• Search for his concern, why he is ready to make decisions but still meeting CSP 

• Listen WHY he wants to study engineer but not any other job 

Summarizing + Paraphrasing:

• Clarify & visualize his stories

• Making orders & priorities of his stories & intentions

Reflecting: 

• Reflecting emotions: “I sense that…..”, “Do you feel……” - by calling emotions by names using Wheel of Emotions

• Reflecting intentions & demand: using keywords to reflect his demand

P.S. Holland Theory nằm dưới nhóm Trait and Factor Theory ah :)

ví dụ:

1/ 4P career (VN & worldwide):

2/ TikTok: https://careers.tiktok.com/position

3/ Lazada: https://www.lazada.com/en/careers/

4/ Grab: https://www.grab.careers/en/

=> Can be a key talent of the org to receive more favorable benefits

=> Ask the current organization for Secondment / Internal transfer, Company-sponsored Academic Learning, Sabbatical Leave

1. Lợi ích của assessment này sẽ giúp TC đáp ứng nhu cầu/giải quyết vấn đề gì?

2. Cách triển khai assessment

3. Cách debrief assessment result