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THE CHANGING FACE OF CAREER DEVELOPMENT

THE CHANGING FACE OF CAREER DEVELOPMENT. NATCON 2006. Phil Jarvis National Life/Work Centre www.lifework.ca. Problem. Most career decision-making is unintentional and not fully uninformed

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THE CHANGING FACE OF CAREER DEVELOPMENT

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  1. THE CHANGING FACE OF CAREER DEVELOPMENT NATCON 2006 Phil Jarvis National Life/Work Centre www.lifework.ca

  2. Problem • Most career decision-making is unintentional and not fully uninformed • 65% of working adults think they are in the wrong job, 70% are not fully engaged and 51% are thinking about changing jobs (Gallup) • Only a minority of graduates report they received meaningful career guidance at school - no matter how hard we try • 78% of students credit their parents as the top adult influence in career planning • Few students know how to connect with employers and few employers know how to connect with students

  3. New Work Dynamic • International competition - for customers and for talent • Re-definition of jobs and work: 12- 25 jobs, 5+ occupations, 3+ sectors • Skills gap increasing - Boomers - immigrants • Career choice paradigm is outdated

  4. CAREER CHOICE PARADIGM Help people make informed decisions • Explore self (tests) • Explore occupations (information) • Match (Trait/Factor) and choose • “best fit” • Develop education/training plan • Graduate and choose job • Work hard, be secure, climb the ladder • Retire on pension

  5. CAREER MANAGEMENT Help people learn how to manage their lives Help people learn the competencies they will need, lifelong, to be healthy, self-reliant and resilient citizens, able to find work they love in times of constant workforce change and maintain balance between work and other life roles

  6. Paradigm Shift • OLD: Choose a DESTINATION • What will you be when ... • NEW: Follow your HEART • Vocation: “finding the place where your deep gladness meets the world’s deep need.” … Frederick Buechner • Who are you and what can you be now? • Why are you here (purpose)? • What are your special skills, abilities, • talents, gifts (assets)? • Who needs what you love to do? • “Out-of-the-box” work arrangements? • What competencies should you work on? • What will success look/feel like?

  7. The High Five 1 Know yourself, believe in yourself, and follow your heart 2 Focus on the journey, not the destination - become a good travellor 3 Change is constant, and always brings new opportunities 4 Access your allies, and be a good ally 5 Learning is lifelong

  8. Meta-Competencies Technical and job-specific skills sufficed in the past. Workers now need a more comprehensive set of meta-competencies that are not occupation-specific and are transferable across all facets of life and work. The economic value, to the individual, and the nation as a whole, of a workforce equipped with these meta-competencies cannot be underestimated and their development cannot be left to chance. Managing Life, Learning and Work in the 21st Century Australia. 2003.

  9. Career Management Meta-Competencies National Career Development Guidelines [www.acrnetwork.org/ncdg.htm] Blueprint for Life/Work Designs [www.blueprint4life.ca] Blueprint for Career Development [www.dest.gov.au]

  10. Career Management Competencies • A. Personal Management • 1Build and maintain a positive self-concept • 2 Interact positively and effectively with others • 3 Change and grow throughout life • B. Learning and Work Exploration • 4 Engage intentionally in lifelong learning • 5Locate and effectively use information • 6 Understand work/society/economy relationship • C. Life/Work Building • 7Secure or create and maintain work • 8 Make life and work enhancing decisions • 9 Maintain balanced life and work roles • 10 Understand changing nature of life/work roles • Manage one’s career building process

  11. A. Personal Management • 1 Build and maintain a positive self-concept • 2 Interact positively and effectively with others • 3 Change and grow throughout life Character Respect Responsibility Honesty Integrity Empathy Fairness Initiative Perseverance Courage Optimism

  12. LearningCareer Management Competencies • Experientially, by doing, in context • CHANCE:Work, family, relationships, clubs, • hobbies, teams, projects, … • Should be learned systematically, by • all, with clear learning objectives and • measurable outcomes • Education/training • On-the-job

  13. Edgar Dale’s “Cone of Learning”

  14. Learning From The Future • The future belongs to those who can see it coming - Power of imagination-Stories • Learning from the future (Scouts, Flight Simulator, Play) • Dream – not a destination, but a flow Twenty years from now you will be more disappointed by the things you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.Mark Twain

  15. Learning From The Future “The last few decades have belonged to a certain kind of person with a certain kind of mind – computer programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the keys to the kingdom are changing hands. The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers and meaning makers. These people – artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards and share its greatest joys.” Dan Pink, A Whole New Mind, Free Agent Nation

  16. Career Management LearningResources Years 3 & 4 Years 9 & 10 Years 5 & 6 Years 11 & 12 www.realgame.com Adults Years 7 & 8

  17. www.realgame.com

  18. Suggestions • PortfolioAll students maintain a Personal Career Portfolio organized by the Blueprint competencies. All teachers and parents encourage and support all students to grow their competencies and their portfolios continually • Goal-Setting(Intentionality/Purpose) • 1. All students write 50 or more personal goals • 2. Goals are organized into categories chosen by students, like: education, career, family, travel, self-improvement, fun, service to others, etc. • 3. Students select 10 highest priority goals and write a short paragraph on their top five. • 4. Goals become part of portfolio, and are reviewed periodically (monthly, term, annual)

  19. More Suggestions • “High Five Them Weeks” - If “Follow Your Heart” is the theme of the week: • 1. Have a “Follow Your Heart” sign in all classrooms • 2. All teachers periodically relate lessons or classroom discussions to this principle, with personal anecdotes • 3. Encourage children to talk about how this principle has applied in their lives • Character Record Book – i.e., If the “Virtue of the Week” is Respect: • 1. How have I shown respect today? • 2. How have I not shown respect today? • 3. How have I received respect today? • 4. How will I show respect tomorrow?

  20. THE CHANGING FACE OF CAREER DEVELOPMENT Deciding … Learning Occupation … Skills and Character Data/Information … Imagination Lists … Relationships

  21. Bridging the Gap Between Talent & Opportunities TALENT Career Seekers with skills and talents needing opportunities OPPORTUNITIES Employers with opportunities needing skills and talents

  22. North Carolina and Saskatchewan Futures Group (U.S.) and 30+ Canadian partners including: SDIEC, Sask Learning, Sask Health, U of Sask, SIAST, SIIT, SaskTel, SaskPower, NLWC, CCDF

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