Value of Career Planning

Career Planning Program for 16-year-Old males (Older Adolescence) Career planning is important to all people irrespective of their age. For older adolescents, the first phase of career planning includes encouraging the adolescent males to summarize their career development needs and information through self-assessment. The summary will be inclusive of information clarified through the self-assessment step and career development exploration. The approach helps in communicating the major preferences, interests, values, and strengths to the advisor and emulation of skill development needs.

Self-assessment narrows down to processes that involve evaluation of the skills, potential, strengths, and ability to meet career goals. An individual does assessments and the analyses form the basis for drafting plans keeping in mind the strengths and weaknesses (Gibbons, Borders, Wiles & Davis, 2006). The draft of the plan means that there is the execution of helping for finalizing the career path and profession that the 16-year-old wants to choose.

It is important to ensure that people choose and continue into finalizing the career assessment and evaluate others in case they opt to roll back. For purposes of engaging career advice, an individual can engage processes of knowing that a backup plan is important. The second phase of the program is consulting a career advisor or supervisor. The completion of CDAP offers joint efforts between the adolescent and immediate supervisor.

This is followed by sharing summaries of the self-assessment clarification as well as asking for feedback from the supervisor on the strengths and development areas. The career supervisor can enhance the 16-year-old awareness and understanding of the needs and technology changes of organizations. Other variables worth noting include expected turnover and program plans (Santrock, 2012). The third stage is setting clear career goals. The major variable is the consideration of the information clarified coupled with an awareness gained from the conversation(s) with the immediate supervisor.

The areas of interest include the adolescent's current position as well as the future positions that they aspire. With the career supervisor, the adolescent male can ably decide on short-term (1 year) against 2-5 years (medium-term) goals that fit the individual, the position, and the entire organization. The adolescent can discuss long-range (above five years) career objectives for working towards achieving them in current engagements (Gore, Kadish & Aseltine, 2013). Self-analyzed content allows the individual to pay attention towards filling loopholes identified in previous steps.

In this approach, the individual will have to perceive the skills and qualities required by the individual while facilitating achievement of aims and goals. The fourth step involves creating development activities on a clear roadmap. The application of career goals as ideal guidelines will enable the individual identifies the competencies and skills that require further development. In a collective consideration with the supervisor, the individual can map out career learning and development activities and trainings to engage.

The involvement will be critical in developing people skills and competencies (Gibbons, Borders, Wiles & Davis, 2006). The alternative involves brainstorming the resources (such as time, money, and support relationships) which are necessary for achieving success. The period ends with well-written action steps that are necessary for completion of respective activities. The process of informational interviewing provides details on work and ideal settings while offering additional insight to diverse careers (Lehr, 2006). It also answers the adolescent's specific questions.

Career Services help the individual in identifying professionals within their fields of interest and gain information regarding their career and work. The classes offer forums to learn about careers based on discussions with guest lecturers, faculty, and alumni. The other phase involves the creation of Milestones and Timelines as Measures of Success. The 16-year-old male should appreciate this step as the most important. For purposes of developing skill and improving respective competencies in different areas, it is important to practice various elements learned while presenting opportunities of building competencies.

The group can collectively decide on the milestones of progress to success in acquiring skills, as well as target completion dates at each of the milestones (Jacobson & Mitchell, 2007). The alternative involves setting a schedule for check-in negotiations and the ability of giving status reports. Other components include receiving feedback and evaluating advice from the supervisor across development activities. The last is regular review of the career planning process.

In the completion for the development, activities include reviewing of the supervisor's advice on skills acquired against the manner in which the skills can enhance job performance. Alternatives to the approach include using content to grow productivity in the future. It is important to set new goals while revising and adjusting action timelines and steps as necessary. Exploration takes various forms that require the individual to have active involvement in gathering information and applying it in self-awareness (Gore, Kadish & Aseltine, 2013).

Learning about careers is based on online and printed resources permits expansive Career Information Centers among people. During the reading, it is important to provide general information regarding career fields while talking to professionals working in the fields of interest. In.