Career Development Plan Individual assignment

Career Development Plan Individual assignment

Career Development Plan (18%)

Individual assignment

Please read the guidelines thoroughly else it will cost you grades.

Individual Project:

Due: Week 08 Sep. 9, Thursday, midnight

Prepare your own five-year career development plan about what do you intend to do professionally in the next 5 years (1st year, 2nd year, 3rd year, 4th & 5th year)’?  Your plan must be presented in time-line format (This can be done using MS Project and multiple other software). Your plan will also be assessed on the basis of how creative your timeline is. Simple timelines (a simple table of one made using word) will be marked down. Be very specific with your timeline, provide dates for when you will achieve different things mentioned in your timeline. For instance, if you mention in your timeline, you will attempt an exam provide a DATE of when you will attempt that exam. Also include the COSTS associated with completing different activities. Your career plan must address and consider the following items: 

1. What are your career objectives? What position, field or industry do you want to work in/for? (To be answered in introductory paragraph – Max 1 page) 

· Which province in Canada and why? (This needs to be supported with job market analysis such as employment options, field attractiveness- current job openings within your field, income potential/salary rates across different provinces– I want to see a lot of statistics in here – Don’t make this section descriptive – use graphs, pie-charts, salary benchmarking tables from federal and provincial reliable sources)   

2. If you in intend to work for an organization, what are the possible promotional opportunities for career growth and what senior level position do you wish to obtain? How long will it take for you to obtain your next promotion within your field? What certificate will be needed for promotion? How many years of experience will be required for the promotion? (Again, maximum one page in writing and also included these promotions in your timeline)   

3. An inventory of your current skills, abilities, training, and education and the required qualifications for your desired position? (Strictly use a table to outline your current education as well as all job-specific skills, certificates etc. that you have. Only mention the certificates/degrees acceptable in Canada, see NOC website for reference)   

4. From your time- line Identify three action steps that are crucial to achieving your stated career development plan. These steps are usually those without which your plan cannot proceed. (Put a heading action steps and describe them in short paragraphs- 3-4 lines maximum)  

5. Identify potential barriers that might prevent you from reaching your stated career goals and objectives. (In bullet points – make sure they are all realistic and applicable to you. Just imagine what problems would you face while starting your professional career in Canada) 

Assessment Criteria:

· ANALYSIS – You will be marked based on how accurate your figures/Data are, thoroughness of your analysis and how well prepared you are to start your professional career in Canada. How creative/unique and detailed your time line is. How well do you know entry requirements for your specific field and what are you doing right now or will be doing shortly to meet them? How realistic your plan is in terms of the problems that you will face and what will you do to resolve those problems.

· PAPER REQUIREMENTS – Whether students have fully understood the paper requirements. If all requirements are satisfactorily met/fulfilled. Whether or not all questions have been answered.

· QUALITY AND VARIETY OF SOURCES– For this information to be robust you have to use at least 15 references – Google, Wikipedia will not be considered as authentic sources you will be marked down for using them. You can use company websites, Governmental & provincial websites of Canada, Job Market analysis taken from statista and other reliable sources, entry requirements for your profession from provincial bodies etc.,

· FORMATTING -You must include title page and list of references for this Project. APA style of formatting, referencing tables, font style, line spacing etc., must be used

· Provide all your sources of information that you have used to gather the numbers/figures along with hyperlinks that instructor can access in the list of references. NUMBER the references in your list.

The submission date is mentioned in the course schedule (i.e., week 08) in course syllabus. All submissions will be made on Moodle. Please note that assignment submissions are ONLY accepted on Moodle and NOT on email. Kindly rename your assignment file by your respective name before you upload. For example, if John Smith is submitting his assignment his assignment file name should be “Johnsmith”.

The career development plan will be graded from 15% as per the rubric mentioned below.

Appendix – A

Assessment Rubric for Career Development Plan

1-4 Scale 1 2 3 4
Percentage Score Weight 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Below Standard Approaching Standard Above Competent Mastery
Standard Level Developing Competent Approaching Mastery Exceeds Standard
DESCRIBING EXPERIENCE Student provides a description of the experience, observation, activity, reading, etc. upon which he or she is reflecting 20 Automatic/superficial responses with little conscious/deliberate thought or reference to existing knowledge; responses are offered without attempting to understand them Makes use of existing knowledge without an attempt to evaluate/appraise knowledge; demonstrates understanding but does not relate to other experiences or personal reaction Active and careful consideration of existing knowledge and articulates new understanding of knowledge as a result of experience Critically reviews existing knowledge, questions assumptions, and articulates new perspectives as a result of experience
DIRECTED TOPIC REFLECTION Evidence that the student has questioned or evaluated their prior perceptions, actions, or beliefs about (Collaboration, Professionalism, Autonomy, etc.) 20 No evidence of insights about personal reflection or limited to description of general opinions and behaviors without reflection on underlying assumptions, habits, or values driving those opinions or behaviors. Limited/superficial insight about student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting. Reflection – Making connection between student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting. Critical reflection – Critical evaluation (questioning, examining more closely) student’s personal assumptions, habits, or values and their connection to the opinions or behaviors upon which the student is reflecting in light of other perspectives.
CONNECTION ACADEMIC CONCEPTS Quality of “Lessons Learnt”. Student uses coursework, reading, or independent research to advance reflection as appropriate. 20 Connections are not drawn between experience and class content (concepts/theories) or literature Connects experience with class content (concepts/theories) but remains superficial or abstract Demonstrates clear connections between experience and class content (concepts/theories) ; evidence of application of theory Demonstrates superior connection between experience and class content (concepts/theories) and literature; evidence of application of theory and reconstruction of perspective
GOAL SETTING & PLANNING Students connect personal values and life purpose to the motivation and inspiration behind their goals. Students locate programs, information, people, and opportunities to support and reality test their goals 15 the goals and plans were poorly illustrated or with identifying no goals and plans Identifies basic short- and long-term goals for time in class. No or little identification of specific skills, resources and activities to enhance life experience or support academic and career goals Explains how short- and long-term goals are linked to their overall reasons for attending college and/or personal aspirations. Provides description of short- and long-term goals and why these goals are relevant to academic and career success. Presents a course plan for 2-4 years Identifies skills and experiences needed and describes specific resources available to support achieving academic and success Describes short- and long-term goals as well as connections between personal, academic and career goals and how the goals support each other. Fully integrates a well-thought personal 2–4-year course plan with necessary skills and relevant resources and experiences available to support achieving academic and career success. Provides detailed information on how resources and experiences will develop specific skills and knowledge in academic and career field
Style & Mechanics (Actual Total 25%)  
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 5 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correctly used, paraphrasing and direct quotes are properly used in the correct context
Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. 10 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropriate level of language use that brings the author’s thoughts and ideas to the reader. 10 Sentences are lacking in completeness, clearness, conciseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used. Sentences need to be more complete, clear, concise and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used too much. Sentences are mostly complete, clear, concise and well-constructed. Transitions mostly maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used sparingly. Sentences are consistently complete, clear, concise and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is completely appropriate to audience/assessment. No colloquial language or inappropriate use of paraphrasing used.
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Career Development Plan Individual assignment