Developing Career Competencies [based on the new draft framework, the Australian Blueprint for Career Development ABCD]

1. Developing Career Competencies [based on the new draft framework, the Australian Blueprint for Career Development (ABCD)] Jillian Blight & Helen Edwards DECS Futures Connect Program Managers

2. Aims of the Session Focus on your own career development Build understanding of the ABCD Provide resources and a workshop model for working with schools/teachers

3. Engaging with the ABCD Brainstorm words & ideas that come to mind when thinking about the ABCD Share what is happening in schools across the clusters

4. Career Definition Career � the sequence and variety of occupations (paid and unpaid) an individual undertakes throughout a lifetime including life roles, leisure activities, learning and work. Not enough young people master the career skills they need to complement their academic & technical skills to become self reliant, lifelong career managers ��big ticket� item for both State and Commonwealth Governments who recognise the social and economic imperatives.

5. Task 1: Reflect on your Career to dateSmall group or partner discussion What career management skills do you have? What has made you successful in finding, securing and maintaining your life, learning and/or employment opportunities? Do you know your career drivers ie what motivates your career decisions? Who helps you to make career decisions? What is the role of friends, research, knowing yourself, being in the right place, risk taking, good CV, interview skills, chance etc How do the various generational groups vary in their attitude to work?

6. Factors impacting on ongoing Life, Learning and Work Decisions Age, gender, family, community, economy (financial, labour market) etc Planning versus Chance � intentional/unintentional Information versus Experience Self Help versus Networks Understanding yourself in relation to opportunities available Others? ACDS2 focuses on this paradigm shift

7. Career Management ModelThe new career management model is not about making the right occupational choice �Answer these questions and find the work you love, to construct a great career & life. Who are you now & what do you love to do? What are your special talents & skills? What types of situations, environments & work roles have special appeal for you? What types of organisations need what you can offer? What innovative work arrangements will suit you & potential employers? What do you want to do as you begin to move toward your preferred future? ACDS2 focuses on this paradigm shift Again � the work of Jarvis Do you ask these kinds of questions when you work with young people? Think out about 12 months after leaving school � not a lifetimeAgain � the work of Jarvis Do you ask these kinds of questions when you work with young people? Think out about 12 months after leaving school � not a lifetime

8. Task 2: Rate your Overall Career Developmenthandout General questionnaire to introduce some of the concepts that will be explored in more detail as we unpack the ABCD. Provides a quick assessment. Analyse and share � where are improvements needed, why, how and who?

9. What is Career Development? It is about managing one�s life, learning and work over time. To become a self-reliant manager of one�s own career and life, one needs a range of skills and knowledge. ��career development competencies of the Australian Blueprint for Career Development (ABCD) http://www.dest.gov.au/sectors/career_development/policy_issues_reviews/key_issues/australian_blueprint_for_career_dev/default.htm Managing life, learning and work in the 21st century - Mary McMahon; Wendy Patton; Peter Tatham http://www.dest.gov.au/sectors/career_development/publications_resources/profiles/life_learning_and_work.htm The purpose of this paper is to: establish the context in which the Australian blueprint is being written; provide a rationale for using a lifespan career development framework to guide career policy and practice; and raise awareness about the need for and usefulness of a career development blueprint for Australia.

10. Why an Australian Blueprint ? DRAFT produced in response to the growing need for quality career development services and products in Australia Based on the Canadian Blueprint for Life/Work Designs Outlines the career competencies that all Australians need to develop to effectively manage life, learning and work in the 21st century

11. 2006 National ABCD Trials Miles Morgan has offered contracts to 26 trial sites in 5 states of Australia Comprising 6 communities of practice and 20 single projects There are 4 trials in SA: Barossa LCP (Burra Community School � Gus Wenzel, Kapunda High School � Kristin Hodge) South East (Helen Strickland) tba AISSA community of practice with DECS, DFEEST (eg student services, adult education), Catholic Education and the University of SA

12. ABCD and the New SACE ABCD competencies as a foundation for new SACE capabilities Use ABCD to focus the curriculum within the new SACE PLP units Use the ILP as a tool for building the ABCD competencies Use the transition portfolio to show evidence of mastery of ABCD competencies and the SACE capabilities Refer to handouts Young People in SA � Key Learning Summary Career Development Using the ILP Tool

14. Structure of the ABCD (1)Three Key Areas Area A Personal Management Area B Learning & Work Exploration Area C Career Building (Refer to the Transition Portfolio � areas for organising evidence) Refer to ABCE handout as move to the next 3 slides Build and maintain a positive self image Interact positively and effectively with others Change and grow throughout life Participate in life-long learning supportive of career goals Locate and effectively use career information Understand the relationship between work, society and the economy Secure/create and maintain work Make career enhancing decisions Maintain balanced life and work roles Understand the changing nature of work Understand, engage in and manage the career building processRefer to ABCE handout as move to the next 3 slides Build and maintain a positive self image Interact positively and effectively with others Change and grow throughout life Participate in life-long learning supportive of career goals Locate and effectively use career information Understand the relationship between work, society and the economy Secure/create and maintain work Make career enhancing decisions Maintain balanced life and work roles Understand the changing nature of work Understand, engage in and manage the career building process

15. Structure of ABCD (2)Eleven main career competencies Area A: Personal Management 1. Build & maintain a positive self image 2. Interact positively & effectively with others 3. Change & grow throughout life Area B: Learning and Work Exploration 4.Participate in life-long learning supportive of career goals 5. Locate & effectively use career information 6. Understand the relationship between work, society & the economy Area C: Career Building 7. Secure / create & maintain work 8. Make career enhancing decisions 9. Maintain balanced life & work roles 10. Understand the changing nature of work 11. Understand, engage in & manage the career building process (Refer Freemont-Elizabeth City HS � Christine Ring ILP example and Page 33 ABCD table)

16. Structure of the ABCD (3) Phase I: K-Primary Years Phase II: Middle Years (years 8-10) Phase III: Senior/Post-compulsory Years (years 11-12) Phase IV: Adults (Refer Design/Technology Yr6-7 Virginia PS pre-service teacher example of varying levels relevant to single student cohort students and Page 33 ABCD table)

17. Structure of the ABCD (4) Stage I: Acquisition (acquiring knowledge) Stage II: Application (experiencing acquired knowledge) Stage III: Personalisation (integrating acquired and applied knowledge) Stage IV: Actualisation (striving towards full potential) (Refer to competency sample 2.2 Interact Positively and Effectively with Others)

18. Local Standards These can be developed by schools, districts, service providers to suit local contexts or needs. They should address: - What an individual can do - The conditions under which they will perform the task - How well the individuals should perform the task (Refer Virginia Primary School, Local Standards Development and Observation Checklist 2.2.7)

19. Task 3: Unpack Career CompetenciesAppendix D, Phase 4 Activity Read the competency Summarise what it is about � what do you consider as the most important aspect? Rate your level of mastery Note evidence of your mastery � both positive examples and gaps Briefly describe where, how, what actions you might take to develop this skill/competency further General discussion - comments for sharing (Refer to ABCD Pages 22-23 � General summary of each of the competencies � links with Young People in SA � Key Learning Summary mapping document)

20. Why is the Blueprint Useful? Provides common language and definitions � see pages 14 � 17 Trial Version ABCD Enables mapping of career development outcomes for individual programs or whole school approaches (WGVC) Helps students link their current studies with their future life, learning & work choices ( through the Learning & Transition Plan & Transition Portfolio) Can develop resources to address specific career development competencies (see Resources Generator) Provides a framework for assessment through local standards developed for student cohorts � Virginia Primary School example Facilitates service efficiency and consistency � program design in learning areas or pastoral care programs. See www.decs.sa.gov.au/futuresconnect career development section for additional program proformas Facilitates seamless movement between service providers: whole of life structure Specifies learning outcomes that are clear & measurable & provides a way to determine an individual�s level of mastery of career competencies (FECHS)

21. Practical Ideas for Teachers Teachers are well positioned through their practical relationships of the teaching context to help young people to build their competencies, to explore their skills and interests, learning and work options, and to make decisions based on their interests and relevant labour market opportunities (skills shortages).

22. Further ideas for teachersIt is the responsibility of all teachers, not just career advisers, to help prepare students for life and their future careers. Incorporate career skills development into your curriculum or pastoral care activities so that young people are helped to develop their personal management, learning and work exploration and career building competencies. Provide students with opportunities to collect evidence of their career development competencies � add to portfolio Become aware and keep up to date with current labour market information � skills shortages, SBNAs, traineeships etc. Use the www.decs.sa.gov.au/futuresconnect resources generator Link with industry for hands on and practical experiences so that you and your student become aware of career opportunities through experience and information provision. Plan for, build and deliver your curriculum developing these work ready skills and competencies that can underpin and link to VET training packages and /or tertiary pathways. Make career development a key outcome of your teaching.

23. Next Steps Role of the TBs in providing pd to schools and furthering the ABCD agenda

24. Ideas for Action What specific actions will you explore/undertake as a result of this session? Further help?