1. ACUMEN O2 <In-service training>
Welcome to the in-service training conducted in frame of the ACUMEN project, presentation of HORIZONS AIMS and session agenda – planned 5 minutes

2. The contents of the training session are based on the learning outcomes of the area “HORIZONS“ from the “career management skills framework for Scotland“.

3. AGENDA Introduction to HORIZONS Learning to learn and career planning
CareerStorm NavigatorTM
ADKAR model
Mind Mapping
Learning Biography
The in-service training starts with an introduction about this area of the Scottish model:
First, an overview will be given about definition and aims, which represent the learning outcomes. The contents of the training sessions are based on these learning outcomes with the aim to equip you with knowledge and skills to teach your clients.
Further, we will discuss the key competence “Learning to learn” and its relevance for career planning.
You will be provided with an example for sources of career information: The “CareerStorm NavigatorTM”
Another example, but for change management is illustrated by the “ADKAR” model to achieve change within an organisation or individual
You will be introduced to “mind mapping” technique and how it can supports clients in career planning
Finally, the tool for reflective learning, the “learning biography” will be part of this session.

4. HORIZONS
Planned for 30 minutes
Introduction

5. WHAT IS “HORIZONS” ACCORDING TO THE SCOTTISH MODEL?
HORIZONS: OVERVIEW
WHAT IS “HORIZONS” ACCORDING TO THE SCOTTISH MODEL?
WHAT ARE ITS ASPECTS?
What is meant by “HORIZONS”?
In the Scottish model, Horizons is one of the areas that cover career management skills. It described “competencies that enable individuals to visualise, plan and achieve their career aspirations throughout life”
What are the learning outcomes related to this competence?
To understand that there is a wide variety of learning and work opportunities that s-/he can explore and are open to her/him
To know how to find and evaluate information and support to help her/his career development
To be confident in responding to and managing change within her/his life and work roles
To be creative and enterprising in the way s-/he approaches her/his career development
To identify how her/his life, work, community and society interact

6. 15 minutes in small groups
GROUP ACTIVITY
Please divide in small groups of 2-4 people and discuss the reflecting questions on the related worksheet.
Duration of activity:
15 minutes in small groups
10 minutes for presentation of results and feedback from the whole group
Now, participants are asked to divide in small groups of 2-4 people and discuss the reflecting questions on WORKSHEET 1 in the next 15 minutes. After the discussion, they have 10 minutes to present their results, to gather feedback from the whole group and draw some conclusions.
This activity also works as a ice breaking.

7. What do these aims mean to you?
PLEASE REFLECT…
What do these aims mean to you?
How can they be further developed through education/training?
What are the requirements for you as a professional to support the clients’ skills development?
Moderate the group activity and note the main findings and conclusions on a flipchart paper. Thanks their participation and continue with the presentation.

8. 1
HORIZONS
Planned for 15 minutes
To understand that there is a wide variety of learning and work opportunities open

9. LEARNING TO LEARN Learning to learn (L2L) is “the ability…
… to pursue and persist in learning
… to organise one’s own learning, including through effective management of time and information, both individually and in groups
… to be aware of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully.”
(Rožman & Koren, 2013)
According to Rožman and Koren, Learning to learn (L2L) has multifaceted meaning. Primarily, it is defined as “the ability to pursue and persist in learning”. But it also means that someone is able to organise the own learning, including effective management of time and information, both individually and in groups. Finally, the definition covers the reflection of the own learning process and awareness for learning needs. From this starting point, the skilled learner identifies available learning opportunities, and can overcome obstacles in order to learn successfully.

10. Consider the challenges
L2L AND CAREER PLANNING
L2L includes aspects of systematic approach, which can be useful to develop a career plan
Learn about yourself
Identify your skills
Explore options
Consider the challenges
Take actions
How is L2L linked to career planning? It includes aspects of systematic approach, which can be useful to develop a career plan. According to the previous defintion, it enables learners to reflect about themselves and their learning habits. The reflective attitude allows learners to identify their skills. From this point, they can explore their options and also take into consideration possible challenges. With a realistic view of the situation, necessary actions can be taken to further develop one`s career, i.e. through enroling in educational programmes or practicing required skills to actively approach their career goal. This can be seen as a closed cycle, in which the learner learns more and more about him-/herself and grows from these experiences.

11. TIPS FOR CAREER PLANNING
Find your preferences in life
Recognise your strengths
Up-date your knowledge and skills
Identify barriers and find solutions
Have a clear vision of your future
Define SMART goals
To speak more practically, we provided some tips that can be used and that are useful for your clients` career planning.
Find out what is important for you in your life
Recognise your strengths and value for your work organisation
Up-date your knowledge and skills regarding changes in the sector
Identify any barriers and how you can overcome them
Have a clear vision of your future
Define SMART goals
In detail, the acronym SMART stands for (S) specific, (M) measurable, (A) attainable/achievable, (R) relevant and (T) timely.
Specific means that objectives should be clearly defined (not vaguely but as precisely as possible).
Goals should be measurable (measurability, criteria).
Of course, they have to be reachable for the person.
The set goals have also be realistic and feasible.

12. TIPS FOR CAREER PLANNING
Find personal resources
Reward yourself for successes
Learn from mistakes
Be flexible and review your progress
Find personal resources such as networks to support your career aspirations
Reward yourself for successes
Learn from mistakes and grow from setbacks
Be flexible, review your progress regularly and adapt your goals

13. 2
HORIZONS
Planned for 15 minutes
To know how to find and evaluate information and support to help her/his career development

14. SOURCES OF CAREER INFORMATION
Personal Contacts
Career Centres
Counsellors
Organisations
Internet
To enable learners to find and evaluate information and support her/his career development, it can be useful to provide them with ideas to find career information. Here some suggestions:
Personal Contacts: families and friends can be extremely helpful in providing career information. While they may not always have the information needed, they may know other knowledgeable people and be able to put the job seeker in touch with them.
Career Centres: offer a good and up-dated information about careers and job training.
Counsellors: professionals can effectively help clients to assess their own strengths and weaknesses, evaluate their goals and values, and determine what they want in a career.
Organisations: professional societies, trade associations, labour unions and educational institutions offer a variety of free career information.
Internet: provides a large amount of sources.

15. ONLINE: CareerStorm NavigatorTM
The “CareerStorm Navigator™” is a set of web-based career and life development tools that engage people into dialogues about their career and life objectives. The interactive career services are developed for online career portals (e.g. monster.com). This tool has been used in over 20 countries. The tools are administered by professionals, who are available to support the individuals using it in a variety of contexts.
Trainer can go online and show it with more detail

16. ONLINE: CareerStorm Navigator
It provides a map and compass for navigating one's career and life.
It includes a selection of several career tools focusing on current position, desired destination, unique personal resources (subjects of interest, skills, values, style) and comparing career options for formulating an action plan.
Benefits of this tool for the individual use are that it is provided with a systematic process for exploring unique life-experiences that focuses attention on strengths. It can promote critical career skills for life-long career development.

17. Time for a short break…
Give participants notice of a short break, depending on your schedule, suggested 10 minutes.

18. 3
HORIZONS
Planned for 35 minutes
To be confident in responding to and managing change within her/his life and work roles

19. ADKAR model ADKAR: Awareness-Desire-Knowledge- Ability-Reinforcement
ADKAR is a goal-oriented change management model, developed by the company Prosci®
ADKAR: Awareness-Desire-Knowledge- Ability-Reinforcement
=5 steps for change management
For the next part of the session, we will discuss change management for career. ADKAR is a goal-oriented change management model, developed by Jeff Hiatt, the founder of the company Prosci®. ADKAR is an acronym that represents five steps required to achieve change within an organisation or individual: Awareness-Desire-Knowledge Ability-Reinforcement.
Awareness describes the recognition for the need of organisational/private change
Desire is the wish to implement or contribute to change
Knowledge describes the “know-how” to change and is often connected with the goal of training and coaching
Ability describes the practical implementation and realisation of change
Reinforcement is required to maintain change and guarantee its sustainability (e.g. corrective action)

20. ADKAR in practice Duration of activity: 20 minutes in individual work
10 minutes for presentation of results, discussion and feedback
Give the WORKSHEET 2 to participants and ask them to fill in the template for the ADKAR model. They have 20 minutes.
After the individual work, participants can compare their results and the whole can discuss them and draw conclusions. Plan 10 minutes for it

21. To be creative and enterprising in approaching career development4
HORIZONS
Planned for 20 minutes
To be creative and enterprising in approaching career development

22. MIND MAPPING & CAREER PLANNING
- A career plan is a map that guides a person to where she/he really want to go professionally. While there are several approaches, a mind map is an excellent tool for brainstorming and organising career ideas.
- Tony Buzan (1993) developed this idea into a concept called mind mapping. It works well for individuals and can be used in groups.
- A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radically around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, decision making and writing.
Source:

23. MIND MAPPING: Tips
 Tony Buzan suggests using the following foundation structures for Mind Mapping:
1.  Start in the center with an image of the topic, using at least 3 colors
2.  Use images, symbols, codes, and dimensions throughout your Mind Map
3.  Select key words and print using upper or lower case letters
4.  Each word/image must be alone and sitting on its own line
5. The lines must be connected, starting from the central image.The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre
6.  Make the lines the same length as the word/image
7.  Use colors– your own code – throughout the Mind Map
8.  Develop your own personal style of Mind Mapping
9.  Use emphasis and show associations in your Mind Map
10. Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches
Source:

24. Identification of life, work, community and society interactions5
HORIZONS
Planned for 20 minutes
Identification of life, work, community and society interactions

25. LEARNING BIOGRAPHY
Learning biography is an useful tool to reflect the impact of learning and education as well as the personal attitude in order to be aware of own resources to be used in professional contexts

26. LEARNING BIOGRAPHY in practice
Please read the description of the method on the related worksheet and draft your own learning biography!
Duration of activity:
15 minuntes.
Give the WORKSHEET 3 to participants and ask them to read it carefully and give them 15 minutes to draft individually their learning biography.
If you have remain time in this session, after the individual work, encourage participants to share and exchange their experiences.

27. Questions? Thank you for your attention!
CONCLUSION
Do you have any questions?
If yes, please answer.
If not, thank the participants for their attention and close the training session.
Questions?
Thank you for your attention!