A PROPOSAL ON CAREER GUIDANCE SOLUTION

By

WORKSPACE GLOBAL CONSULTING (A SUBSIDIARY OF

MASTERMINDSHRSG CONSULTING)

JANUARY 2017
WorkSpace global consulting (A subsidiary of MasterMindsHRSG Consulting's) core
businesses business execution, capacity building/training, organizational competency
development and development of employees. We are actively involved in capacity
building, organizational design, process development and management consultancy. We
have been very active in our core areas of business for well over 12 years till date.

We have participated extensively in Corporate-Based Training and Adult Learning

Programmes, from curriculum development, to actual implementation of training and
finally to assessment/measurement of learning impact on the job and career of trainees.

We are reputed for developing our own Training Manuals and Guides, which are
adapted/customized to the immediate environment of the trainees/participants at each of
our workshops and trainings.

The firm is led by Sabastine Okeke, who holds a Post Graduate Diploma in Education, in
addition to an earlier B.Sc. degree in Economics. He also holds the Executive MBA of the
Lagos Business School, Nigeria.

We are fully owned Nigerian company, and have been operating in Nigeria for over 12 years to
date.

We are also a Franchisee of the Business Edge Methodology, and a Training Partner of the
International Finance Corporation (World Bank Group) deploying the Business Edge
Methodology and the SME ToolKit, under the IFC/World Bank SME Management Solutions.

In the past months, we have deployed the Business Edge Methodology in the Training of over
75 Trainees/Participants directly. In addition, our staff/BE Team have participated in a number
of other trainings actively deploying the BE Methodology.

In all of our Trainings, we had customized the modules and learning examples to relate
more with the immediate environment of the Trainees/Delegates.

We are one of the Largest Training Partners of the IFC in Nigeria, and members of our Firms
BE Team are IFC Certified Trainers. We have practical and professional experience in Learning
Content Developmentand Implementation, and are well suited to partner with Sterling Homes
in their commitment to improve the organizational and employee productivity
WorkSpace has grown over the past 12 years has worked with most of Nigerias leading
organizations as a foremost firm incorporate capacity building, organizational technical
excellence, learning implementation and learning impact evaluation.
1. INTRODUCTION

In face of the unprecedented pace of changes worldwide with the advent of information
technology and explosive growth of knowledge, our education system aims to develop
students knowledge, adaptability, creativity, independent thinking and life-long learning
capabilities so that they can be better prepared to make informed and responsible choices and
thus be able to make the best of the opportunities ahead. More opportunities have opened for
young people to flourish their knowledge and enable them to aim for whole-person
development fostering their self-understanding and offering other learning experiences to
support individual progression for further studies and career development, as well as
actualization of personal goals
The ultimate goal of career guidance is a career plan that is chosen, designed, and carried out
by the individual person. However, for this to happen, programs need to be based on accurate
assumptions about youth and youth behavior, have access to high-quality training and up-to-
date market information, and provide competent and caring adults to help youth as well as
middle managers seeking support to a wide range of career transition navigate a path to
success. With these elements, successful career guidance programs produce informed, inspired
individuals who feel empowered to pursue their career path.

2. IMPORTANCE OF CAREER GUIDANCE

Career guidance will helps trainees as well as middle managers make informed choices about
their future by actively engaging them in a process to understand their interests and abilities,
identify the right job opportunities within the local environment, and become better equipped
to make decisions about which training or career opportunities to pursue. Career guidance
would help individuals ask and obtain answers to the questions: Who am I? What are my
options? Where do I want to go? How do I get there?

Career guidance plays a key role in helping labour markets work and education systems meet
their goals. It also promotes equity: recent evidence suggests that social mobility relies on
wider acquisition not just of knowledge and skills, but of an understanding about how to use
them. In this context, the mission of career guidance is widening, to become part of lifelong
learning. Already, services are starting to adapt, departing from a traditional model of a
psychology-led occupation interviewing students about to leave school.

Career guidance will help individuals to reflect on their ambitions, interests, qualifications and
abilities. It enables them to understand the labour market and education systems, and to relate
this to what they know about themselves. Comprehensive career guidance will teach people to
plan and make decisions about work and learning. Career guidance makes information about
the labour market and about educational opportunities more accessible by organizing it,
systematizing it, and making it available when and where people need it.
3. DEVELOPMENT OF CAREER GUIDANCE SOLUTION
General Objectives
Career Guidance is but a fraction of the entire Guidance Program. It can, however serve the
following purposes:

1. To help individuals make decisions and choices involved in planning a future and
building a career, or in choosing an occupation, preparing for it, entering it and
preparing for it;
2. To assist the trainees to form valuable impressions and a general understanding about
the world of work and workers, to develop positive attitudes relating to occupations and
the people who hold them, and to impress upon the trainees the importance of learning
about his attitudes and of such values as promptness, regularity, industry and smooth
working relationships with others;
3. To facilitate individuals understanding of the many reasons for working, of the many
ways to measure the value and worth of an occupation, of the things on which the
peace and satisfaction in ones occupation depend, and of the factors that make a job
well done;
4. To develop awareness of the important relationships between academic studies and
dim and distant occupation, to enable then see their academic achievement as a form of
occupation, and to get them relate a chosen occupation to ones total self, education,
knowledge, skills and interests;
5. To select, collect and disseminate vocational information and occupational materials, to
seek occupational facts through the media and other agencies, to discriminate between
unreliable and acceptable materials, and to make these available to assist individuals
make appropriate decisions and choices;
6. To orient the students to the methods of locating and using available information
sources of the school and the community for the purpose of obtaining, analyzing, and
using facts about jobs, job requirements and preparation, industries, work processes,
employment trends and opportunities, qualifications and remunerations, and other
pertinent information;
7. To stimulate individuals participation in curricular and co-curricular activities that are
essential in aiding ones entry into such wider activities in the community; and to make
way for and encourage individuals to explore occupational interests through practical
job experiences as part of the educative process;
8. To offer assistance to trainees in the onboarding process as well as middle managers in
their career path, in finding an appropriate place in the world of work, in making choices
consistent with ones aptitudes and interests, in achieving the particular placement one
desires to make, and to follow him up to offer any needed assistance in making
necessary adjustments;
4. CAREER GUIDANCE SOLUTION
CAREER WORKSHOP BREAKDOWN

FIRST SESSION: ACQUAINTANCE AND ORIENTATION

Specific Objectives Activities/Discussion Topics Persons Time Frame Logistics Materials

Involved Needed
Through the session, participants ENCOUNTER Group Room or Hall
a. Familiarize with each other A. Acquaintanceship members Tables, chairs
by name, likes and dislikes, Introductions* Group leaders if possible, a Hall and Flipcharts,
roots and wings, talents and Alphabetical Order Facilitators whole day light Presenters
interests B. Orientation on Career Resource affair, provided markers,
b. share and pick program Guidance Program: People before, over, by the eraser,
goals, basic ground rules, Explanations and Open Guidance and after client pencils,
member roles and Forum officers lunch paper, name
responsibilities C. Information on Guidance Managers cards
c. discover and avail Services Offered; Audio visual
themselves of basic Guidance Officers gadgets,
guidance services available introduced charts,
in the workshop D. Orientation to the World posters,
d. talk about and list down of Work Activity
basic occupations they Occupational materials
know and indicate Enhancement
preferences and why E. Self-Assessment: Voicing
e. assess and express out of strengths and
themselves, examine their weaknesses
values and interests, Self-Reflection/
strengths and weaknesses Confrontation
SECOND SESSION: LIFE GOALS

Specific Objectives Activities/Discussion Topics Persons Involved Time Frame Logistics Materials
Needed

Through the session, participants DECISIONS Group members Room or Hall

a. share with each other A. Examples of Life Group leaders Tables, chairs
their dreams, aspirations, Goals Facilitators A whole day Hall and Flipcharts
models in life Dreams Guidance officers, affair, if light markers,
b. decide on life-time B. Choosing life Supervisors, possible, provided eraser,
careers, and assess bases goals Managers before, over, by the pencils,
of choices Favorites and after client paper, name
c. formulate and structure C. Development of lunch cards
basic attitudes, values, life goals Audio visual
outlooks, and means of Sharing of thoughts gadgets,
growing with goals charts,
d. clarify among themselves D. Values Activity
desirable from Clarification Materials
undesirable values, traits Priorities
and attitudes Importance of Values
THIRD SESSION: ORIENTATION TO OCCUPATIONAL LIFE

Specific Objectives Activities/Discussion Topics Persons Time Frame Logistics Materials

Involved Needed
Through the session, participants EXPLORATIONS Group members Room or Hall
a. identify and distinguish A. Desirable Occupations, Group leaders Tables, chairs
general characteristics of Why? Facilitators A whole day Hall and Flipcharts and
occupational life Guidance affair, if light markers,
b. study and analyze job B. Classification of Jobs and officers possible, provided eraser,
families requiring similar Requirements Managers before, over, by the pencils,
aptitudes, interests, abilities Group discussions and after client paper, name
and preparations C. Reasons for working lunch cards
c. discern healthy reasons for Work well/poorly done Audio visual
working and factors that Motives for Working gadgets, charts,
make a job well done or D. Occupational Comparison Token gifts to
poorly done and Contrast speakers
d. discover ways of measuring Career Research Areas Activity
the value and worth of an materials
occupation, and finding
satisfaction in it
FOURTH SESSION: RELATING SELF TO OCCUPATIONAL LIFE

Specific Objectives Activities/Discussion Topics Persons Time Frame Logistics Materials

Involved Needed

Through the session, participants RELATIONS Group members Room or Hall

a. discover ones own A. Being at home in an Group leaders A whole day Tables, chairs
aptitudes and interests and Occupation Facilitators affair, if Hall and Flipcharts
relate them to given Past Experiences Guidance possible, light markers,
occupational areas Looking Back officers before, over, provided eraser,
b. estimate ones own B. Zero-in/ Occupation Supervisors, and after by the pencils,
aptitude and abilities and Count Down Managers lunch school paper, name
disregard occupational Career Reflection cards
fields unsuited in light of Shot-gun Decision Audio visual
assessment C. Library/ Guidance gadgets,
c. examine and utilize Resources charts,
sources of occupational Pamphlet on Activity
materials and information Occupations materials
on a range of job fields Reading through
magazines/Digests
FIFTH SESSION: JOB DISCUSSION

Specific Objectives Activities/Discussion Topics Persons Time Logistics Materials

Involved Frame Needed
Through the session, EMPLOYMENT SYSTEMS Group members Room or Hall
participants will A. Exhibition/Demonstration Group leaders Tables, chairs
a. observe and Audio-visual presentations Facilitators A whole Hall and Writing board and
appreciate exhibits (Industry Booths erected) Guidance day affair, light chalk, markers,
and demonstrations B. Talks and Open Forum on officers if possible, provided eraser, pencils,
related with various Respective Industries Representatives before, by the paper, name
industries and (in booths or hall) from private & over, and client cards
workplaces C. Personal Inquiries/ public offices, after lunch Audio visual
b. gather first-hand Interviews Person to person firms, industries, gadgets, charts,
information from follow up Chat/ agencies Activity /demos
employers on Questioning materials/exhibits
respective firms, D. Field Choices/ Preferences
processes and Personal/Group reflections
expectations Brainstorming
c. inquire further on and
align their abilities,
skills and
qualifications with
industry requirements
d. appraise ones choice
of a field of endeavor
and strengthen ones
commitment towards
end employment
To ensure that this intervention is a success, MasterMindsHRSG will carry out the following with
participants

An Initial Interview

This interview is an important part of the guidance process, allowing the team to meet with the
participants on a one to one basis and essentially to get to know the person.

Psychometric Testing

The five main areas of testing are outlined below. The tests are done on-line.
(i) Interests -- Measures likes and dislikes in relation to work
(ii) Values/Attitudes -- Examines what motivates people to work and what gives them job
satisfaction
(iii) Personality -- Examines behavioural characteristics and their personality profile
(iv) Work Style -- Examines work styles and the way people behave at work
(v) Strengths -- Examines the core or essential aspects of the individual that define the person

3. Counselling / Feedback Session

During this session the participants receives a summary report showing the results of the
testing along with the various career options and career pathways that are highly
recommended and finally, a career action plan is devised. This session usually takes place 5-12
days following the completion of the testing.

LEARNING OUTCOMES

At the end of the program, participants are expected to have the following learning outcomes

Define with their coach, a road-map for the coaching process to maximize results,
customizing the focus on the different axes to suit your unique situation:
Self-awareness: Participants will have a wide and clear inventory of their values,
priorities, strengths, weaknesses, potential, talents and passions.
External reality: Participants will broaden, discover and analyze different options and
opportunities that line up with their already identified profile.
Decision making: Participants will acquire an effective decision-making technique by
taking into account both the most suitable options and their own choice criteria, and
they will define a realistic and effective action plan.
Effective implementation: Equipped, motivated, and with the necessary level of self-
confidence, participants will be ready to implement their action plan right away. We can
also allocate time to help you improve your CV and cover letter writing skills, interview
skills, etc. in case needs be.