Career Development Plan (15%)

Individual assignment

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

Due: Week 10

Students will complete TriMetrix assessment and use their results to formulate a career development plan to create a unique
identity/brand for themselves. Page limit is mentioned beside each point.

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)

o 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 step 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)

You can use https://www.ganttproject.biz/download/gp30 for your timeline.

APA writing conventions should be followed in the plan with sources/ websites referred to, properly referenced, and cited including
in APA format, the report must demonstrate analysis of the material and its application to the workplace.

The submission date is mentioned in the course schedule (i.e., week 10) 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 0-59 60-67 68-71 72-75 76-79 80-84 85-89 90-100

Grades F C B- B B+ A- A A+
Weight
Mastery Level Beginning Developing Competent Mastery
Approaching
Standard Level Below Standard At Standard Exceeds Standard
Standard

Makes use of existing

Automatic/superficial
knowledge without
responses with little Active and careful Critically reviews
an attempt to
DESCRIBING EXPERIENCE conscious/deliberate consideration of existing knowledge,
evaluate/appraise
Student provides a description thought or reference existing knowledge questions
knowledge;
of the experience, observation, 20 to existing and articulates new assumptions, and
demonstrates
activity, reading, etc. upon knowledge; responses understanding of articulates new
understanding but
which he or she is reflecting are offered without knowledge as a result perspectives as a
does not relate to
attempting to of experience result of experience
other experiences or
understand them
personal reaction
 Critical reflection –
No evidence of Critical evaluation
insights about (questioning,
personal reflection or Limited/superficial Reflection – Making examining more
DIRECTED TOPIC REFLECTION
limited to description insight about connection between closely) student’s
Evidence that the student has
of general opinions student’s personal student’s personal personal
questioned or evaluated their
and behaviors assumptions, habits, assumptions, habits, assumptions, habits,
prior perceptions, actions, or 20
without reflection on or values and the or values and the or values and their
beliefs about (Collaboration,
underlying opinions or behaviors opinions or behaviors connection to the
Professionalism, Autonomy,
assumptions, habits, upon which the upon which the opinions or behaviors
etc.)
or values driving student is reflecting. student is reflecting. upon which the
those opinions or student is reflecting
behaviors. in light of other
perspectives.
 Demonstrates
superior connection
Demonstrates clear
between experience
CONNECTION ACADEMIC Connections are not Connects experience connections between
and class content
CONCEPTS Quality of drawn between with class content experience and class
(concepts/theories)
“Lessons Learnt”. Student uses experience and class (concepts/theories) content
and literature;
coursework, reading, or 20 content but remains (concepts/theories);
evidence of
independent research to (concepts/theories) superficial or evidence of
application of theory
advance reflection as or literature. No use abstract. Some use of application of theory.
and reconstruction of
appropriate. of TriMetrix results. TriMetrix results. Fair use of TriMetrix
perspective.
results.
Substantial use of
TriMetrix results.
 Describes short- and
long-term goals as
Explains how short- well as connections
and long-term goals between personal,
are linked to their academic and career
overall reasons for goals and how the
attending college goals support each
and/or personal other. Fully integrates
Identifies basic short-
GOAL SETTING & PLANNING aspirations. Provides a well-thought
and long-term goals
Students connect personal description of short- personal 2–4-year
for time in class. No
values and life purpose to the the goals and plans and long-term goals course plan with
or little identification
motivation and inspiration were poorly and why these goals necessary skills and
of specific skills,
behind their goals. Students 10 illustrated or with are relevant to relevant resources
resources and
locate programs, information, identifying no goals academic and career and experiences
activities to enhance
people, and opportunities to and plans success. Presents a available to support
life experience or
support and reality test their course plan for 2-4 achieving academic
support academic and
goals years Identifies skills and career success.
career goals
and experiences Provides detailed
needed and describes information on how
specific resources resources and
available to support experiences will
achieving academic develop specific skills
and success and knowledge in
academic and career
field

Style & Mechanics (Actual

Total 25%)
 7th Ed. APA Manual is
7th Ed. APA Manual is 7th Ed. APA Manual is
followed with no
Grammar and followed with followed with minor
errors including:
sentence structure significant errors in: errors in:
properly formatted
APA has major problems title page & formatted title page,
title page, properly
following standard references pages. In- formatted references
formatted references
Application of the requirements 10 English rules and text citations, pages, in-text
pages, in-text
of the 7th APA manual to create reads with difficulty paraphrasing and citations,
citations are correctly
a standardized formatted report with major errors in direct quotes are paraphrasing and
used, paraphrasing
punctuation and lacking but do not rise direct quotes are
and direct quotes are
spelling to the level of adequately used in
properly used in the
plagiarism the correct context
correct context
 Sentences are lacking
in completeness,
clearness,
conciseness and are
not well-structured. Grammar and
Grammar and
Transitions do not sentence structure Grammar and
Grammar/Punctuation/Spelling sentence structure
maintain flow of has problems sentence structure
mostly follows
thought. following standard follows standard
Use of proper English language standard English rules
10 Words are English rules and English rules and
grammar, spelling and and reads reasonably
ambiguous. reads with some reads well with
punctuation to create a well with few errors
Tone is inappropriate difficulty with errors excellent punctuation
readable paper. in punctuation and
to in punctuation and and spelling
spelling
audience/assessment. spelling
Colloquial language
or inappropriate use
of paraphrasing is
used.
 Sentences are
consistently
Sentences need to be Sentences are mostly
complete, clear,
more complete, clear, complete, clear,
concise and well-
concise and well- concise and well-
constructed with
constructed. constructed.
strong, varied
Transitions do not Transitions mostly
structure.
Readability & Style maintain flow of maintain flow of
Transitions
thought well. thought.
consistently maintain
Clarity of thought and Words are not precise Words are mostly
flow of thought.
appropriate level of language 10 and have some precise with little
Words are quite
use that brings the author's ambiguity. ambiguity.
precise and
thoughts and ideas to the Tone is not Tone is mostly
unambiguous.
reader. appropriate to appropriate to
Tone is completely
audience/assessment. audience/assessment.
appropriate to
Colloquial language Colloquial language
audience/assessment.
or inappropriate use or inappropriate use
No colloquial
of paraphrasing is of paraphrasing is
language or
used too much. used sparingly.
inappropriate use of
paraphrasing used.

Marks 100 Additional Comments