SUPPORTS SERVICE MEMBER CAREER READINESS

SUPPORTS SERVICE MEMBER CAREER READINESS
Scott AFB Airman and Family Readiness Center Transition GPS Goals, Plans, Success Overview and Orientation SUPPORTS SERVICE MEMBER CAREER READINESS 1

FACILITATOR INTRODUCTION TAP Team Members: Monica Stouffer A&FRC Flight Chief Kim Freeman – TAP Program Manager Scott Raether – Employment Program Manager Ricardo Tibbs – TAP Facilitator Sarah Lynch – TAP Facilitator Jennifer Welch – TAP Facilitator Department of Labor Workshop Facilitator Donna Baylor Department of Veterans Affairs Benefits Sean Isaacs Kenneth Tolbert SUPPORTS SERVICE MEMBER CAREER READINESS 2

ICEBREAKER Introductions Rules of Engagement
Divide into groups of two or three at your table 5 minutes to answer the questions below Introduce others at your table Questions (Pick 2-4 to answer) What is your name? What is your current Military Occupation (AFSC/MOS)? What is your desired career field? Where do you want to live after transition? How much coffee have you had today? If you could be an animal what animal would you be? What is an adjective that begins with the same letter as your first name? What would you do with a million dollars?

Senior Leader Message SUPPORTS SERVICE MEMBER CAREER READINESS 4

AGENDA Day 1 Days 2 , 3, 4 Day 5 Welcome Transition GPS Overview
Pre-separation Counseling Resilient Transitions Military Occupational Code (MOC) Crosswalk and GAP Analysis Financial Planning Participant Assessment Days 2 , 3, 4 Department of Labor Employment Workshop (DOLEW) Day 5 Department of Veteran’s Affairs (VA) Benefits Brief I and II Provide overview of the 5 day workshop

WHAT’S NEXT???? Additional Training Tracks Capstone
Entrepreneur Track – Boots to Business (B2B) Accessing Higher Education (AHE) Career Technical Training Track (CTTT) Sign up – Appointment Plus – Capstone Wednesday – 1400L A&FRC Sign up - Appointment Plus - Provide overview of the 5 day workshop

CLASSROOM PROCEDURES $1.00 per day or $3.00 for the week
Alternate Duty Location daily….Please be on time If you have an emergency, call to let us know No Pre-Sign-ins Cell Phones – vibrate/silent and no calls during class unless an emergency Attire Business Casual w/ the exception of Wed – this is your alternate worksite No t-shirts, jeans, tennis shoes or military uniform Emergency Exits SIP/ Evacuation Site Rest Rooms Coffee, Soda & Snack Machines/ Water Fountain Volunteer for: Coffee/Tea/Hot Chocolate monitor? $1.00 per day or $3.00 for the week

CLASSROOM PROCEDURES Smoking Area Designated smoking area in rear or building by pavilion—Do Not smoke in front of building/front parking lot unless in POV Special needs/requests Laptops (Resource Center) Sign out/in daily on log Plug in to recharge at the end of each day Please use only for TAP related activities Cleanup You may leave your books, but please police your area at the end of each day and put chairs back, throw out trash, wipe down tables at the end of the week OSD TAP GPS Assessment: - Can complete after each section or at the end of the course, you will receive reminders along the way

TRANSITION OVERVIEW WHY ARE YOU HERE?
Outcome based curriculum to help prepare you for a civilian career Perspective To get the most out of the Transition Goals, Plans, Success curriculum and experience YOU need to; Be on time -- Be courteous -- Be engaged -- Come prepared Discuss issues with family and friends STAY POSITIVE Classroom etiquette and procedures list exercise Objective: as a class to determine ROE’s for class success

WHAT IS MY TAP GPS ROADMAP?
Individual Transition Plan (ITP) Introduced during pre-separation counseling ITP will be used throughout the next five days as: Personal pathway through transition Source of information on supplemental tracks Place to take notes as new information is provided Daily updates will be required after each block of instruction Completed ITP is required for Capstone It is your plan...make changes/updates throughout the week!

ITP COMPONENTS – Transition Assistance Program – Capstone – Individual Transition plan ITP Block 1 – REQUIRED COMPLETION FOR EVERYONE ITP BLOCKS 2-5 – REQUIRED COMPLETION FOR THOSE WITH >20 YEARS SERVICE – SELECT THE TRACK THAT CORRESPONDS WITH YOUR FUTURE PLANS Tracks include: Employment Education Career Technical Training Entrepreneur Note: ITP must be completely filled out – if a section does not apply state briefly why Please provide participants of possible answers/clarify questions in each section for them as you progress throughout the week.

TRANSITION GPS MODULES
PRE-SEPARATION COUNSELING: MANDATORY FOR ALL SERVICE MEMBERS Congressionally directed Completed not less than 90 days before separation Begin between months prior to separation or retirement Completed Pre-Separation Counseling Checklist (DD Form 2648) proof that counseling has been completed. CRS: Create E-Benefits Account Resilient Transitions Introduction to resources on transition related issues Mentorship Special issues impacting transition to civilian life Please provide participants of possible answers/clarify questions in each section for them as you progress throughout the week.

Military Occupational Code (MOC) Crosswalk and Gap Analysis How to translate military skills, training, and experience to civilian careers Complete interest inventory or career assessment Document current skills, translate to civilian terms and conduct gap analysis CRS: Complete an individual assessment tool MOC Gap Analysis Financial Planning for Transition Financial readiness in light of military transition Post Separation financial responsibilities, obligations, and goals Budget Scenarios CRS: 12-Month Post Service Budget

Department of Labor Employment Workshop (DOLEW) Developing and executing a job search Planning for success in a civilian work environment Creating resumes, cover letters, an other self marketing materials Engaging in successful interviews and networking conversations CRS: Resume DOL Gold Card Department of Veterans Affairs (VA) Benefits Briefing I & II Introduce service members to benefits and connect to resources VA Health Care Portal introduction and enrollment assistance CRS: eBenefits Account

ADDITIONAL TRAINING TRACKS
Entrepreneurship – Boots to Business (B2B) Benefits and challenges of entrepreneurship in private/nonprofit sectors Steps required for business ownership through Small Business Administration Connection to 8-week online entrepreneurship course Accessing Higher Education (AHE) How to achieve academic success Research and compare institutions Align education to career goals Career Technical Training Track (CTTT) Identify skills, increase awareness of training and credentialing programs Develop an action plan to achieve career goals Personalized career development assessment of occupational interest/ability CRS: Complete an assessment tool, comparison of institutions, application, receive acceptance letter, one-on-one counseling with advisor

NEXT STEPS CAPSTONE MANDATORY FOR ALL SERVICE MEMBERS
Commander verification of meeting Career Readiness Standards and viable ITP Evaluate preparedness to successfully transition to a civilian carer Warm Handover to appropriate partner agency (if needed) Career Readiness Standards (CRS): Opportunity to Join the Reserve Component Include continuation of military service in the Reserves as part of career and education decision CRS: Documents demonstrating contact with a Reserve Component Recruiter (Active Component Only)

TRANSITION GPS PARTICIPANT ASSESSMENT
Complete at the end of each module (Link to assessment) Assessment is anonymous Only check the box for the module just completed Information gathered and analyzed quarterly, comments are considered during curriculum review and used to provide improvements/updates

Resilient Transitions

Agenda What are your concerns?
Military vs. civilian life--is there a difference? What can you do about stress? Is your family transitioning also? Is communication really that important? What resources are available during and after transition? Facilitator Introduction Introduce yourself. Be aware of demographics and use this knowledge to relate to the participants. To engage the participants, you will need to explain why you are qualified to teach this class and what they will receive by attending and being engaged. Even if you were the facilitator for the previous module (possibly Transition Overview), explain why you are qualified to facilitate this course as well. [LEAVE ON AGENDA SLIDE OR BLACK THE SCREEN BEFORE PROCEEDING] Why do we do resiliency training during transition? To gain buy in from the participants, relate the information below. SM receive resiliency training throughout their military careers and many may find this topic redundant. According to a study published by the VA in July 2016, the suicide rate among Veterans has risen in the past few years to an average of 20 Veteran suicides per day. The first year after transition has been shown to be a particularly difficult time as Veterans adjust to civilian life. This class is intended to assist with the effort to reduce the number of Veterans who commit suicide. It will allow you to voice your concerns; learn the differences between civilian and military life; and explore de-stressing, communication with family and friends, and resources available during and after transition. What are your transition concerns? Do others have the same concern? All SM have concerns associated with transition. However, the military culture is one in which sharing those concerns is not strongly encouraged. The following activity allows the SM to express their concerns when it comes to transition without having to vocalize or self-identify their specific concern.

Paper Airplane INSTRUCTIONS:
o Provide all participants with a full piece of paper and instruct them to write down one or two concerns they have about transition. Display the airplane slide as a guide and instruct participants to make their paper into a plane after they finish writing. Allow them to work together on making the planes, if they need assistance. o Asking service members to write down their transition concerns may increase their level of anxiety. Assigning them to make a paper airplane after writing their concerns shifts their thinking from an emotional state to an analytical state and can lessen anxiety. Frequently, it reminds them of a childhood memory that they will share with those around them. o After folding is complete, tell the participants to stand up, turn to face the center of the room, and fly their planes on the count of three; instruct them to pick up a plane (not their own), throw it again, and pick up another plane. Ask for a volunteer to be a scribe. (If no one volunteers, the facilitator can be the scribe. Never force a participant to read, write, or share during a workshop.) Have participants open their planes and take turns reading what is written. (Limit them to two items; encourage them to read ones that haven’t been shared previously. If all have been read, it is acceptable to repeat a concern. o Have the scribe write the topics on a large piece of paper or white board, making a tic mark when one is repeated. Read the list aloud. Be sure to discuss the concerns that were written down more than once. Point out that many of the same concerns were shared by multiple participants, if applicable. Next, ask the following questions: What was the purpose of this activity? (Solicit suggestions.) Possible answers: You are not alone in your concerns; others have the same or similar concerns; someone else’s concern made me realize I hadn’t thought about a, b, or c, and now I have time to prepare before I transition. How does this help you? Do shared concerns relieve some of the pressure? This debrief ends the activity. Be sure you have covered all the questions above and solicited answers from the participants. Explain how sharing concerns can help you realize you are not alone with your concern and is one way to decrease stress.

Activity: Differences in Civilian and Military Culture chart
INSTRUCTIONS: o Before the workshop begins: Prepare a sheet of charting paper or white board by dividing it into three sections labeled TOPICS, CIVILIAN, and MILITARY. Have the topics from the Military vs. Civilian Culture slide already listed in the TOPICS section; leave room for more to be added. o Ask for a volunteer to be the scribe. o Reveal the Military vs. Civilian Culture slide. o Ask participants to describe what the differences will be in each topic area listed on the slide while the scribe captures the answers on the chart. o Ask participants if there are any other differences not shown on the slide. Have the scribe add the new topics to the chart. o Point out to the class that just like the circle overlaps on the slide, there will also be some similarities in military and civilian culture. This is all about the perception of the participants; do not expect consensus. The chart on the following page is an example. Your class list may have different responses. TOPICS CIVILIAN MILITARY Attire Anything goes; may have dress code but may not be enforced Uniforms Pay Everyone is different; asking about pay can be a firing offense Able to see/know what everyone else makes Housing Live anywhere, any housing you want or can afford; Home Owners Associations (HOA); Base housing by rank or at least everyone knows BAH; may be required to keep certain standard; Starting Over At bottom, pay cut, less respect Bonding “Out for themselves” mentality More of a “good for the group” mentality Mission May not be well known or even known/understood; Generally, why they are there; firmly believe in the mission and is reason for working Loss of Rank/ Respect No respect for what is done; no respect for rank or seniority; previous experiences don’t count Lots of respect by those who don’t know you; respected because of rank Service to Country Most jobs don’t have the thanks of the nation Citizens respond with “thanks for your service” Which changes do you see as being the most difficult to make? Why? To end this section on a better note, ask participants: • From the list of topics, which one do you think will be the easiest to adapt to and will cause the least stress? Why? This should be a funny, lighthearted discussion on the topic they choose. Try to lighten the mood. Even with preparation, expect some aspects of your transition to produce stress.

Ways to Relieve Stress Laugh Eat well, drink water Get rest Exercise
Maintain a schedule Break tasks into small parts Let friends be friends Acknowledge and accept feelings Surround yourself with positivity Take breaks Listen to music Breathing/meditation BE FLEXIBLE INSTRUCTIONS: Choose one of the following activities. A--Charades: To prepare for this activity, print the “Ways to Relieve Stress” slide, cut into 13 individual pieces of paper and remove “BE FLEXIBLE” from the group. Ask for 12 volunteers to come to the front of the room and have each one draw a piece of paper with a stress relief on it. Allow them to choose other participants to help them with the acting. Have each person/group act out their stress reliever while everyone else guesses. After all groups have presented, reveal the slide. B--Competition: Break the students into groups and give each group one piece of copy paper and a marker. The military teaches SM basic ways to de-stress. This exercise will draw from their prior knowledge and training. Allow them 3-5 minutes to write down all the ways they know/use to relieve stress. Once the time expires, reveal the slide, have the groups compare their list to the slide. Ask them to share any ideas that were not on the slide and recognize the group with the most items.

Is your Family Transitioning?
Family Considerations: - Expectations - Roles, responsibilities, routines - Relocation - Finances - Stress Flexibility for the Service member will be critical to transition. If family members are part of the transition process, they will also need to be flexible. Who else in your life needs to be flexible during transition? I know you understand that stress can cause major issues personally. Let’s discuss how it can impact your family. (Two-part slide—list loads first for discussion; load graphic and question to introduce activity.) Activity: Family Activity Brainstorm INSTRUCTIONS: Ask for suggestions on activities a family can do that are little or no cost: EXAMPLE LIST: • Hiking • Walking • Reading • Watching TV or movie • Camping • Family game night • Talking • Free concerts • Community activities How can a family de-stress together?

Value of a Mentor A mentor is:
willing to share ideas, skills, knowledge, and expertise. someone to help you understand and navigate transition. able to demonstrate a positive attitude, act as a role model, and take a personal interest in your life. helpful establishing goals and planning priorities. Is communication really that important? From the brainstorming activity above, focus on TALK. Emphasize that the key to a successful post-transition is to communicate with family, friends, coworkers, and mentors. • Mentorship o Mentorship is nothing new to SM. Most SM can name at least one person who has been influential in their personal or professional life. Unfortunately, this does not always translate to the need for a mentor as SM transition into civilian life. A mentor is a trusted counselor, teacher, or an influential senior sponsor. o A mentor can be an excellent resource as they transition into the civilian sector. o Ask SM, would it be beneficial for you to find a mentor who has already transitioned?

When might you need a mentor?

Communication is KEY! Share concerns, expectations, and fears
Engage in planning process and educational courses Acknowledge the challenges transition presents to the family Watch for signs of stress Reassure Encourage family members to talk to others Have constructive conversations (Slide loads one bullet at a time. Discuss each one before clicking.) Share concerns, expectations, fears, and opportunities • Engage family members in the planning process • Include family members in educational opportunities • Invite family members to attend training and classes, share handouts and notes with them, explore resource websites together, and delegate transition tasks so everyone feels they are a contributor • Acknowledge the challenges your transition presents to the family • Look for signs and symptoms of stress • Reassure family members that these are normal experiences associated with transition • If family members are not comfortable discussing issues with you, encourage them to talk to friends, family, or professionals who can answer their questions and relieve their concerns • Conversations should be constructive and inclusive, not venting; venting should be reserved for friends or a counselor--someone who is not emotionally invested. Conclude this section by telling the following true story shared by a fellow facilitator or a similar one of your own: When her father retired, his vision of retirement included never getting up before 10 a.m. His wife, who was still employed full time, had a different vision—one that included her husband working on an extensive “honey do” list while she was at work. Since they had not shared their visions with each other, you can imagine the conflict and stress they encountered those first weeks after his retirement. For a successful (peaceful) transition, they needed to talk and tell each other about their expectations. Only through communication could they resolve their differences and find common ground. Failure to share your vision with others will result in a stress-filled transition.

Pre-Separation Resources
If you are having trouble communicating, seek assistance. There are many resources available both during and after transition.

Post-Transition Resources
Military One Source (eligibility ends 180 days after retirement or separation) o A one-stop online shop for transitioning SM. This site provides confidential assistance online and over the phone on a variety of issues to include: military crisis line; financial counseling; and non-medical (face-to-face, online, telephone) and specialty consultations (education, health and wellness coaching, spouse relocation) o There is an area specifically dedicated to transitioning SM under the Deployment & Transition tab—Separating from the Military.

A&FRC Services Transition Programs Sustainment Programs
Personal Financial Readiness Personal & Family Work Life Readiness Air Force Aid Assistance Unit Consultants Relocation Assistance Employment Assistance Transition Assistance Survivor Benefits Program VA Benefits Advisors Claim assistance Special Programs Casualty Assistance (AFFF) School Liaison Officer Exceptional Family Member Coordinator Military/Family Life Consultant Voting Assistance Program Air Force Wounded Warrior Program

Reminders Understand and acknowledge your concerns.
There are differences between the military and civilian cultures. Stress can be a normal part of the transition process-- manage it or it will manage you. Your family is transitioning and needs to be included. Mentors are a valuable resource during and after transition. Remember, there are abundant resources available to support both you and your family through the transition process and beyond. Reminders (Slide loads one bullet at a time. Discuss each one before advancing.) • Understand and acknowledge your concerns. • There are differences between the military and civilian cultures. • Stress can be a normal part of the transition process-- manage it or it will manage you. • Your family is transitioning and needs to be included. • Mentors are a valuable resource during and after transition. • Remember, there are abundant resources available to support both you and your family throughout the transition process and beyond.

December 2017

MOC Crosswalk Documents Outcome Competencies Learning Objectives
A good first step to begin the transition process is to determine what kind of job seeker you are.

What kind of jobseeker are you?
Transitioning Generalist – A service member who wants to utilize the general and leadership skills acquired through military service in the civilian workplace. Example: A senior NCO with infantry background who wants to serve as a corporate trainer. Career Switcher – A service member who wants to pursue a specific civilian occupation that is unrelated to military occupation or experiences. Example: An electronics technician who wants to become a history teacher. Undecided – A service member who has not decided on a specific career path within the civilian workforce. Example: A service member who wants to settle in a specific geographic location without a clear career path. Multi-tracker – A service member who wants to pursue a combination of civilian opportunities that may include employment, education, technical training, entrepreneurship, or volunteerism. Example: A medical corpsman who is attending college to become a Physical Assistant (PA) while concurrently employed part-time as an emergency medical technician.

Job Seeker Activity What are the strengths and challenges for each type of job seeker? ACTIVITY: Job Seeker Types Word storming/Brainstorming or Standing Poll TIME: 15 minutes INSTRUCTIONS: SMALL/MEDIUM GROUPS: PREPARATION: place chart paper around the room, numbered 1-5 with a Job Seeker title. On paper, have two columns labeled Strengths and Challenges. Break class into 5 groups, have them stand next to a paper; explain that as a group they will brainstorm the strengths and challenges of their assigned job seeker type. Set time for 4 minutes. After time is up, have a spokesperson from each group share 2 Strengths and 2 Challenges from their list.

Crosswalk Process Translating your education, training, experience, and skills into civilian career goals and jobs is a multi-step process that can have a variety of outcomes. This process is as follows: 1. Examine your military experience and training record. 2. Identify civilian occupations and careers that correlate to your experience, abilities, and goals. 3. Identify the education, experience, and credentials required. 4. Explore the labor market in the geographic area where you are interested in living. 5. Re-evaluate goals based on steps 2-4. 6. Document the gap between your current occupation and your chosen career field.

Gap Analysis The first block on the Gap Analysis is experience and skills. This encourages you to think about your level of experience and the skills (hard and soft) that you have gained while in the Service.

Hard vs. Soft Skills Hard Skills - specific, teachable knowledge and abilities that can be defined and measured Examples: software applications, language, typing, operating machinery Soft Skills – less defined, interpersonal skills Examples: leadership, team building, communication, problem solving Hard skills, also referred to as technical skills, are defined as specific, teachable knowledge, or abilities which can be measured and defined. If you claim to speak a foreign language or can type 90 words a minute, these are skills an employer can easily test. Soft skills, also called non-technical skills, are harder to define. These are characteristics which are based on personality and interpersonal interaction. Common soft skills include leadership, team building, and problem solving. As a veteran, you have received extensive, formal, in-residence training in both hard and soft skills, but it can be the soft skills – such as teamwork, oral and written communication, and continuous learning – that employer’s value.

Hard vs. Soft Skills Activity
Write down the hard and soft skills that you possess. Hard Skills Soft Skills ACTIVITY: Hard vs. Soft Skills TIME: 15 minutes INSTRUCTIONS: Option 1: After explaining the difference between hard and soft skills, give the participants 3-5 minutes to write down the hard and soft skills they have in the space provided. After time has been called, go around the room and have everyone provide one hard or soft skill from their list. A volunteer scribe or the facilitator can write the answers on chart paper or on the white board placing a check/asterisk when a skill is repeated. Option 2: Hang two pieces of chart paper labelled “Hard Skills” and “Soft Skills” at the top (In a larger class, you can hang more than one of each.) Allow 5 minutes for SM to write one hard and one soft skill on the appropriate list. If the skill is already listed they can add a mark next to the word. DEBRIEF: The facilitator reads the list allowing SM time to create their own list. SOFT SKILLS SERVICE MEMBERS GAIN DURING PROFESSIONAL MILITARY TRAINING

Purpose of VMET Helps members prepare resume
Translates military terminology and training into civilian terms Establishes capabilities with prospective employers Assists in applying to college or vocational institutes Lists military job experience and training history Recommends college credit information Suggests related certification and licensure Provides civilian equivalent job titles Service members should have their VMET for this module. If they do not have their VMET, direct them to the DMDC website ( to print or download The VMET document is an “all-services” integrated form, which displays demographic, training, and experience information retrieved from various automated sources. The purpose of the VMET report is to provide descriptive summaries of military work experience, training history, and language proficiencies. Additionally, the VMET includes recommended college credit associated with an individual’s military experience and training as assigned by the American Council on Education (ACE) and related civilian equivalent job titles, when such information is available. Military work experience and civilian equivalent job titles are only available on an enlisted service member’s VMET. Officers should refer to their OER and ORB for this information.

VMET: Experience History
Title and Code Duty: Current position Dates of Experience Occupation Description The VMET provides a history of successfully completed military training and work experience dating back to FY 1985 (or earlier, when available). Data includes:  Military occupations, titles, and pertinent dates  Occupation description  Additional skill codes with title and description  Training course title, date of completion, length, and description  Any associated ACE recommended credits  Any off-duty education and foreign language proficiencies, as provided by your branch of service. Related Civilian Occupations, O*NET, and DOT Occupation Code

VMET: Training History
Training Dates, Course Number and Length Course Description according to ACE Point out the note on VMET Updates vs. Your Separation. This information is from the DODTAP.mil site where they are able to download their VMET using their CAC. Advise service members to go to their servicing personnel office to ensure their official military records are correct and update information accordingly. Inform participants that updating the VMET takes approximately months. Be sure to check on updates requested. This means if a class is taken in January, it may not be reflected in the VMET until April or later. Explain that the VMET shows old civilian DOT and Occupation Employment Statistics. Therefore, certain classified military occupations and descriptive information will not be identified. Have service members consult annual evaluations/rating information to assist in completing the gap analysis. Credit recommendation from ACE

ESS: Employee Summary Sheet (USCG)
Lists all job held to include job titles Rank history Position history Education TMT history Direct Access Courses Training Tests Competencies Board/Memberships Medals and Awards Employee Summary Sheet (U. S. Coast Guard)  Provides a complete history of positions held within the service  Lists ranks and dates attained  Lists job titles and unit assignments with dates  Lists complete history of TMT, Direct Access, and other training courses  Shows competencies, specialties, and qualifications attained  Provides a complete list of awards and dates received To obtain a current copy of your ESS, access the website using your CAC.

JST Joint Services Transcript (JST)
 Identifies upper and lower credit recommendations  Identifies course hours and descriptions  Identifies military experience related to college credit

CCAF College of the Air Force (CCAF)
 Identifies course hours and descriptions  Identifies military experience related to college credit

CG 4082 (USCG) List of all trainings completed
CG 4082 (U. S. Coast Guard Record of Professional Development)  Identifies all academic courses, military courses, and qualifications completed  Provides grades (if applicable)  Identifies dates of completion  Can supplement the JST List of all trainings completed Can supplement the JST, be used to boost the education and training section in GAP Analysis and on a resume

Credentialing Credentials
Apprenticeship Licensure Certification Credentials May be required by law or an employer for employment Lead to higher pay or improve promotion potential Demonstrates transferability of military skills and relevance in the civilian workforce - Many military specialties require certification or licensure to perform the same job in the civilian world. - Some general information about credentials: - Licensure could be a requirement to get into a particular occupation. - Credentials can increase employability. - Credentials frequently equate to increased salary offerings. - Credentials also demonstrate to civilian employers’ competency and proficiency level at an industry standard. - Credentialing can cost money. - Explain the types of credentials and their differences.

Types of Credentials It is important to note the difference between certification programs and certificate programs: Certification attests to demonstrated competency in an occupation, industry or technology area. They typically have recertification requirements that might include continuing education units.  A certificate program or certificate of completion, on the other hand, is a training program on a topic for which participants receive a certificate after attendance and/or completion of the coursework. These certificates typically do not convey competency.  To ensure understanding ask for examples of both types of programs and make a list on the board, if possible: Certificate: SAPR, Java programming, Comp TIA A+ Certification: CPR, PMP, Lean Six Sigma, Certified welder, Solar PV Certification (Career One stop has a lists of certifications available.) Talk about the importance of the service member to define, set, and meet their career goals in order to fill the gaps between what has been learned in the military and what civilian businesses need. This is why it is so important to align with the right track – Accessing Higher Education, Career Technical Training Track, Boots to Business Entrepreneur Track, or the Department of Labor Employment Workshop  Reserve/Guard personnel may need to consult with VA for unique educational services and benefits. NOTE: Be sure to stress the importance and existence of diploma mills! Stress that service members will need to check to make certain the credentials, license, and apprenticeship programs meet quality standards for certifications and are accepted in the location/region of relocation.

GAP Analysis Activity Where am I now?
Use the VMET, JST, Credentialing, Professional Evaluations, and COOL websites to find the following information: Experience and Skill Education and Training Credentials (license, certifications, apprentices) Complete the “Where am I now?” section of the Gap Analysis. 1. Use the VMET, JST, Credentialing, Professional Evaluations, and COOL websites to find the following information: a. Experience and Skill b. Education and Training c. Credentials (license, certifications, apprenticeships) 2. Complete the “Where am I now?” section of the GAP Analysis

O*NET Interest Profiler
ACTIVITY: Web Activity TIME: 20 minutes INSTRUCTIONS: Demonstrate where the students can find the O*NET Interest Profiler  Walk them through the beginning pages to the questions – stress the importance of not choosing “unsure” as an answer.  Have them complete the assessment  After most have finished, explain each page of the assessment results. Explain that O*NET identifies careers based on the skills/abilities entered by the user, so service members may notice careers in their final report that are different from what they were expecting. Explain that this assessment is designed to identify career opportunities that match with their work interests, but it does not mean that careers that do not appear on their list of possibilities are not options.

My Next Move for Veterans
ACTIVITY: Web Demonstration TIME: 10 minutes INSTRUCTIONS: Demonstrate all three areas on “My Next Move for Veterans.” Explain how this can be used to find skills associated with their current occupation as well as skills necessary for a new career.

GAP Analysis Activity Where am I going?
Use the O*NET Interest Profiler and My Next Move for Veterans to find the following information: Experience and Skill Education and Training Credentials (license, certifications, apprentices) Complete the “Where am I going?” section of the Gap Analysis. ACTIVITY: GAP: Where am I going? TIME: minutes; time allowed is based on the needs of the class INSTRUCTIONS: Allow the participants time to research a career through O*NET and My Next Move to find the information needed to complete this section of the GAP Analysis.

Influences on Career Selection
Geographic Location Labor Market Information (LMI) Determine your potential priorities: Pursuing a location without your desired profession Pursuing your profession regardless of location Identifying an alternative profession because of your selected location LMI can help you: Understand today’s complex workforce Explore civilian occupations based on employment levels and trends Make informed career decisions Research/Explore geographic locations: Cost of living and housing Relocation costs Family relocation Reserve Component – continuum of service Research/Explore: National, state, and local employment statistics, job forecasts, wages, and demographics A military skills translator to identify a civilian occupation LMI data and compare geographic areas  TRANSITION: Now that we have explored the resources that can assist you in determining your appropriate path, let us look at some of the influences on career selection  Emphasize that Reserve/Guard may need to consider interstate transfer and unit logistics as part of their geographic decision.

Influences on Career Selection
 Indicate that most LMI is historical, so it is good to look at the number of current job openings to determine the present employment situation for that occupation in your selected area.

GAP Analysis Activity Labor Market Information (LMI)
Use O*NET and My Next Move for Veterans to find the following information: Location Salary Job Outlook Complete the Part B: LMI section of the Gap Analysis. ACTIVITY: Gap Analysis Part B TIME: 10 minutes INSTRUCTIONS: Explain to students that LMI information is located on O*NET and My Next Move. Have students return to these websites to find the information to complete the top three sections on the Gap Analysis Part B.

GAP Analysis Activity Document the GAP
Analyze your findings under “Where am I now?” and compare to “Where am I going?” Fill in the “What do I need to fill the gap?” Experience and Skill Education and Training Credentials (license, certifications, apprentices) Examine Part B: Final Analysis Is this a good job/career to pursue? Documentthe Gap GAPAnalysis Activity: 1.Analyze your findings under“Where am I now?”and compare to“Where am I going?” 2.Fill in the“What do I needto fill inthe gap?” a.Experience and Skills b.Educationand Training c.Credentials (license,certification, apprenticeships) 3.Examine Part B: Final Analysis a.Is this a goodjobto pursue? b.List two alternative jobsyou can explore. ACTIVITY:Complete GAP AnalysisTIME:10 minutesINSTRUCTIONS:Walk the participants through the process of understanding the“Gap”in their education, skills,and certifications. Explainthetracks an individual can take to helpfurther understand these steps:Accessing HigherEducation, Career TechnicalTrainingTrack,andBoots to Business. DEBRIEF:Ask if someone is willing to share his/hercrosswalkresults with the class.This is the core“take-away”for participants. Be sure to emphasizethe importance of thiscrosswalk activity. Spouseswill not have a VMET, and thecrosswalk worksheet is gearedfor thosewith military experience. Ensuregroups are using the toolstoidentify gaps inexperience relatedto civilian occupations.Answer questions. Be aware of otherpopulations suchasGuard/Reserve, spouses, and woundedwarriors and make use ofprograms and referrals for these populations.Participants should be identifying or confirming their Transition GPS Track Selection. For example, those who lack educational requirements may need to enter the Education Track.

Summary Department of Labor Employment Workshop (DOLEW) will help you further explore aspects to consider. Note alterations to your track selection. Identify and pursue next steps in your transition process. Contact your local personnel office for accuracy of your official military record.  Participant Assessment info: Encourage participants to complete the survey - Demographics are asked each time because info is not kept; ensure complete confidentiality - Info is reviewed quarterly and comments are categorized - Comments are used to revise the curriculum during the annual review

Wrap Up Don’t forget to: Update ITP:
Block 1- Section II: A & B; Section III: A&B Complete the Transition GPS Participant Assessment for the MOC Crosswalk

SUPPORTS SERVICE MEMBER CAREER READINESS

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