Career and Enterprise

Portfolios

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Career and Enterprise: Portfolios

The following information refers to the portfolio component of the units 1C, 1D, 2A, 2B, 3A and 3B in the Career and Enterprise course.

The term ‘portfolio’ has been used to mean many different things in various courses. In this context, students will build a master file consisting of:

The master file could take the form of a scrapbook, expanding file, lever arch file, or a box. The physical development of the master file is part of the career development journey.

STAGE 1 Job Portfolio / The focus of this stage could include part-time work, school to work transitions or TAFE applications.
Syllabus / Further information
1C
A record of work, training and learning experiences is required for inclusion in career portfolios /
  • students at this stage are compiling a paper file which could include: birth certificate, school reports and certificates, other certificates/awards, references, work experience reports, examples of work
  • the materials are largely generic
  • the compilation is teacher directed
  • teachers instruct students as to what should be included and why

1D
Career portfolios show evidence of organising work, training and learning experiences to reflect preferred career development options /
  • refining of the paper file from 1C
  • still teacher directed
  • could move to developing resume, completing sample application forms and letters
  • introduce electronic files: could include samples/standard formats and templates for resumes and application letters in these, to be adapted later as required
  • teacher to highlight that work experiences include: paid employment, unpaid employment, volunteer work, associations/clubs (coaching, committees etc.)

STAGE 2 Career Portfolio and/or
e-Portfolio / The focus here is the student taking more responsibility for their portfolio, refining career directions and using technology.
Syllabus / Further information
2A
Career portfolios are presented in a more professional manner and reflect increased organisation of more detailed records of work, training and learning experiences, especially those related to securing and maintaining work. /
  • the career portfolio drawn from the master file becomes more professional
  • increased organisation is reflected in student directed action (may still need teacher advice/input)
  • decision making strategies (PMI, SWOT, decision matrix) can be taught to enable focus on how to secure and maintain work
  • refining job/career options and corresponding focus of portfolio

2B
Work, training and learning experiences reflect opportunities taken to extend students’ knowledge and skills in anticipation of responding to change and maintaining an edge. These experiences are documented in career portfolios, using an increasing range of information technology skills. /
  • reflect opportunities—teacher input: how can we take these opportunities e.g. leadership courses, self-improvement courses, St John’s, volunteer work, set yourself a personal challenge (see Horizons notes)
  • when opportunity knocks, how do you respond?
  • range of IT skills could be shown through e-Portfolio

STAGE 3 Virtual Portfolio / The focus here is a virtual, student directed portfolio with links to future work, training and learning experiences.
Syllabus / Further information
3A
Documentation of how proposed options are developed form part of the career portfolio and students should clearly show how these are used to inform future choices for work, training and learning experiences. /
  • process of decision-making to date outlined on a page and linked to how this will inform future choices
  • student directed: students add to their portfolio as they are working on the tasks or debrief tasks when completed
  • future choices could take the form of: explosion chart of ideas, information, links to websites
  • the challenge is for students tothink outside the square and beyond their boundaries. Change their mental image! For example, if you are interested in being a doctor, explore laterally to diverse links with unique professional situations like medical research in third world countries, nanotechnology in medicine etc.

3B
The career portfolio reflects creativity, expert technological skills and comprehensive documentation with details of past, current and future work, training and learning experiences. /
  • virtual portfolio
  • links to industry groups, professional associations, networking
  • tricks for marketing in a changing world
  • hyperlink portfolio to internet sites

STAGE 2

Career Portfolio or e-Portfolio

Some strategiesyou could teach students for weighing up alternatives.

subjective: means bringing yourself or your own belief, opinions, experiences or value judgments based upon personal emotions, feelings, intuitions and experiences. It is the opposite of objectivity.

objective: neutral, detached, impartially analyse criteria (something you can measure).

1. PMI – plus, minus and interesting

2. SWOT – strengths, weaknesses, threats, opportunities

3. Decision matrix or opportunity analysis: establish criteria and evaluate each choice against the criteria. For example:

1—low

2—medium

3—high

4. Compare and contrast

5. Test a hypothesis—write down reasons or arguments for or in favour, and reasons or arguments against/opposing—come to a conclusion

Our personal horizon

The line where the sea meets the sky is called the horizon. From the beach you can watch a ship disappear as it travels along the curvature of the Earth. If you were to climb a small mountain, the ship would stay in view much longer. The higher you are, the further away the further you can see.

Some people stand on the beach all of their lives and see only what is right in front of them. They are so focused on the here and now that they never take the longer view. Those who have climbed the mountain—worked that bit harder—have been rewarded with a longer view of exciting things ahead.

Some people are ‘beach’ people who look at their immediate future, focus on today.

‘Mountain’ people still live in the present, but prepare for the future and even plan for it.

Some people make things happen, others watch things happen, and some just ask what happened? The person who climbs the mountain is more likely to be the one who makes things happen.

[Adapted from:Murphy, E., & Hicks, M. (2005). Choosing the right career.Port Melbourne, Vic.: CambridgeUniversity Press, p. 64]

An e-Portfolio is an electronic or digital portfolio.

The individual collects and manages evidence in electronic files and may include images, multimedia, blogs and hyperlinks. Scanning means that the file can provide actual evidence of achievement. The e-Portfolio also shows the person’s technical abilities, as well as reflections on their own learning. Audience access is determined by the individual.

The e-Portfolio is a record of personal details, employability skills, education and training, achievements, work history and referees. Other capabilities, skills and attributes can be included, along with professional and non-professional associations (professional associations related to industry areas, sporting associations/clubs, special interest clubs, community associations, other groups of common interest).

Details can be updated at anytime and the owner can also create customised e-Portfolios for various occupational interests.

The following is a useful link to further e-Portfolio information:

This site contains some sample e-Portfolios for college students.

STAGE 3

Virtual portfolio

Computers are increasingly vital in helping employers find the talent they need. Technologically sophisticated companies are using software that scans resumes for key words that indicate skills, education or past employment of interest to the employer. Where once the job seeker had to make it past the secretary, now he or she must make it past the software!

In the future, electronic portfolios may be forwarded to a review committee for further evaluation. An employer will call up an applicant’s web page or myspace, which will be a table of contents to various digital copies of documents. Reviewers will click on buttons of interest, for example ‘commendations’, and they will be transferred to other pages containing scanned images of awards.

The electronic portfolio offers all of the relevant information at the click of a mouse button. As this reality takes place, resume writing services may go to a typing pool. When it’s time to update your portfolio or resume, you may:

  • make an appointment at a digital portfolio studio
  • at the studio, stage scenes for the camera, demonstrating various technical skills or products
  • scan significant documents
  • digitise pictures of 3-D artefacts you have made.

Then you will hand over to the computer expert, who will put your lifework into proper digital form and construct a multimedia job search kit.

So what does this mean NOW?

Think BEYOND today’s technology when planning a portfolio.

Connect with CURRENT technology or you will be left behind.

Try to make your portfolio employer friendly and computer friendly.

[Adapted from: Kimeldorf, M. (2001). Portfolio power. Seattle, WA: Publishing Online]

e-Portfolios

Definitions of e-Portfolios vary, but generally include the idea of a digital resource including personal artefacts and a record of accomplishments, demonstrating growth, allowing for flexible expression (such as customised folders and site areas to meet the skill requirements of the particular job) and permitting access to varied interested parties, such as potential employers, fellow learners and instructors.

The expressions of learning in an e-Portfolio can range from simple blogs to enterprise-level presentations. For certain courses or programs, a simple blog may be all that is needed.

☆We live in knowledge economies, where the most valuable resource is knowledge. A person’s ability to express his/her knowledge (through artefacts, examples of work, progression of growth and instructor comments) improves opportunities and access to education. Using an actual website to communicate web development skills is far more effective than simply listing a certificate name on a resume.

☆Learning is changing. Formal education is only a stage of learning. Learning is now a process of living. Learning continues in virtually all aspects of life. Schools assign grades to demonstrate competency. Learning through life experiences creates artefacts instead. It is important to be able to include these in a portfolio.

☆Many learners entering higher education are technically proficient. Young learners are multi-processors who think in a hyperlinked fashion, not linear, and are comfortable with various media. E-Portfolios may be as familiar to today’s learners as writing pads were to previous generations.

BENEFITS!

E-Portfolios benefit learners as they seek to create and reflect on life experiences by:

personal knowledge management

history of development and growth

planning/goal setting tool

assist learners in making connections between learning experiences (may

include formal and informal learning)

assist learners in planning future learning needs based on previous

successes and failures

personal control of learning history (as compared to organisations controlling

learning history).

Process of creating an e-Portfolio

1. Collect items for portfolio.

2. Select items which best demonstrate competence.

3. Reflect on items selecting in order to demonstrate learningdrawn from experiences.

4. Connect various aspects of life: personal, learning, work and community.

QUESTIONS TO THINK ABOUT AT STAGE 3....

  1. What inspires you?
  1. How have you used existing skills in new contexts?
  1. What personal qualities have you developed as a result of recent experiences?
  1. What are your immediate goals and targets?
  1. What are your long-term goals and targets?
  1. How do you show that you take responsibility for yourself and for other people?
  1. How do you plan ahead to address future needs?

8. When have you spotted an opportunity? When have you created one?

9, How have you demonstrated an understanding of an employer’s needs?

10.What do you know about labour market trends?

11,How have you dealt with certain situations encountered in the workplace e.g.dealing with the public?

12. How can you broaden your life experience?

13.What activities can you undertake apart from study?

14.If you work, could you do any work related study?

15. What positions of responsibility could you take on to demonstrate your ability to cope with difficult situations/those requiring leadership skills?

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Career and Enterprise: Portfolios