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Developing Individuals Career Management Skills Professional Development Seminar May 2009

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Title: Developing Individuals Career Management Skills Professional Development Seminar May 2009


1
Developing Individuals Career Management
SkillsProfessional Development SeminarMay 2009
2
Self-Help in Career Planning and Decision-Making
Research
  • Research aims
  • to identify the critical organisational factors
    and individual pre-conditions which encourage
    individuals up to the age of 19 to self-help in
    career planning
  • To examine whether the use of self-help tools has
    an impact on the acquisition of career
    self-management skills

3
What does the research tell us?
  • Impact
  • Relatively limited up-take of CS self-help
    services (44 had used school careers library and
    36 had used website at point of first
    questionnaire) in the 3 schools surveyed
  • Aspects of CMS measured in questionnaires -
    awareness of strengths, weaknesses and values
    opportunity awareness career planning readiness
    support and advice awareness application skills
    and knowledge
  • Use of self-help resources led to modest increase
    on all aspects of CMS measured except awareness
    of strengths, weaknesses, values

4
What does the research tell us?
  • Impact
  • Careers Adviser interview had positive impact on
    opportunity awareness and was valued and desired
    by young people and teaching staff
  • Most common sources of support for career
    planning were the internet, family and
    leaflets/books formal badged sources were
    viewed as least useful
  • Usefulness of Careers Scotland website rated
    highly by website user survey respondents who
    tended to use tools which were more exploratory
    rather than information based

5
What does the research tell us?
  • Individual Pre-conditions
  • Young people talk about and demonstrate a
    significant apathy to career planning - they
    dont appear to take a formal, proactive approach
  • YP need to be pushed by external influencers
    (CAs/GTs) to plan for their future and planning
    is only seen as relevant if a decision was
    imminent a short term focus on the next step
    rather than longer term planning is common
  • Influence of parents / carers is highlighted
  • Most young people report that they were confident
    of their awareness and ability to access IAG but
    very few have high readiness for using
    self-help resources

6
What does the research tell us?
  • Individual Pre-conditions
  • Young people report too much duplication, lack of
    depth, and inaccuracy of information sourced on
    the internet, making self-help more complex
  • Young people value self-help services
    (particularly websites) but wish personal contact
    and advice
  • Majority of YP using career websites need or seek
    support in doing so and use them most comfortably
    when their use is mediated - need for mediation
    was reported by young people, teachers, and
    Careers Advisers
  • Self-help is not an appropriate response for
    young people with additional support needs or who
    a are part of the More Choices, More Chances
    group

7
What does the research tell us?
  • Organisational Factors
  • We need to make career planning more appealing to
    young people (less formal, more interactive, and
    stimulating to use)
  • The development of self-help resources needs to
    be conducted with young people
  • There needs to be more hot information provided
  • Young people want provision of more learning
    opportunities rather than information - provide
    more access to self-help tools that help develop
    self-awareness and decision-making skills

8
What does the research tell us?
  • Organisational Factors
  • Need one point of access to the range of relevant
    and appropriate resources (not just SDS/CS) on
    offer
  • We need to develop increased regard for self-help
    resources amongst staff and encourage them to
    find ways to provide a more integrated offer
  • Reluctance by school or Careers Scotland to take
    the chance of young people not self-helping
    supports an ethos of pro-activity by staff and
    reactivity by pupils

9
Research Findings Reflective Questions
  • What do I do to raise awareness of self-help
    resources in my school for pupils, parents, and
    teachers?
  • What self-help resources do I encourage pupils to
    use? How do I monitor the effectiveness of this?
  • Am I aware of self-help resources that pupils can
    use to facilitate development of different CMS?
  • Does the service level agreement with the
    school/s I work in refer to and help us integrate
    the use of self-help resources as part of school
    development plans?
  • Do my working practices encourage an ethos of
    reactivity in pupils? If yes, what can I do to
    change this?

10
Approach to Guidance
  • The ATG model is designed to enable Careers
    Advisers and their clients to identify and
    resolve actual career planning needs.
  • Allows Careers Advisers to get agreement on the
    focus and purpose of a career planning
    intervention.
  • Careers Advisers should use the ATG as a means of
    focussing the interview into development of
    career management skills.
  • Clients are clear on how they are making career
    related decisions and provided with actions to
    resolve on-going needs.

11
Approach to Guidance
  • Make the career management skills clients acquire
    through the process more transparent to foster
    confidence and future career agility
  • Reflective Questions
  • Why is it important to agree the purpose of the
    intervention during the pre-conditions stage of
    the ATG interview?
  • What techniques can be used to help the client
    describe their career planning process and
    identify their Career Management Skills?
  • What methods can be employed to determine how
    effective a clients career planning strategy is?
  • Suggest ways of ensuring that the action / advice
    you offer is relevant to the client
  • Discuss ways of ensuring the client agrees and
    owns the targets and actions related to their
    needs

12
Career Plan of Action
  • The CPOA records well-informed and realistic
    career decisions and the actions required to meet
    career goals as a result of a 11 intervention
    with a Careers Adviser.
  • Where an individual has had a diagnostic /
    checking interview and it is agreed with the
    Careers Adviser no further career planning
    intervention is required.
  • Where an individual has had a guidance interview
    with a Careers Adviser.
  • Identifies the appropriate stage of the Career
    Planning Journey which best describes where the
    individual is with their career planning.
  • Summarises the clients awareness of how work and
    learning opportunities fit in with their life
    style and what they hope to gain from pursuing
    these ideas.
  • Details the action points agreed and key areas to
    consider in taking forward their career planning.
  • Careers Advisers can supplement the completed
    CPOA with information leaflets on GRFW, Staying
    at School, Job Search, Applying for College
    University
  • To be completed at the end of an ATG intervention

13
Career Plan of Action
  • Greater personalisation of the action points to
    help develop Career Management Skills and career
    agility
  • Clients to write their own CPOAs Using new web
    technology on My Learning Space
  • How do you currently identify and record actions
    do you discuss this with the client? Do you
    offer options?
  • How do you ensure the client agrees and owns the
    targets and actions related to their CMS needs?

14
Career Planning Journey
  • The CPJ is Skills Development Scotlands
    conceptual and methodological explanation of what
    career planning involves.
  • Provides insights into the different stages of
    career planning and what clients need to do to
    become successful career planners
  • Career Advisers identify what stage of the career
    planning journey the client is on and seek to
    resolve career planning needs.
  • Provides a clear focus on career planning and
    ensures both parties are in agreement.
  • Career Advisers use the CPJ to clarify links
    between self-awareness and opportunity awareness.
  • The CPJ can be introduced in ATG 11
    interventions and career planning workshops with
    Young People and Adults


15
Career Planning Journey
  • Make the career management skills clients acquire
    through the process more transparent to foster
    confidence and future career agility
  • Different versions of the CPJ to use with client
    groups according to their need
  • Consider how and when you would introduce the CPJ
    to a client in a 11 intervention?
  • How does the CPJ support clients in identifying
    the skills they have acquired in formal and
    informal settings?
  • Discuss the usefulness or otherwise of group work
    to explore career planning using the CPJ?

16
Planning Your Career Booklet
  • The PYC booklet has been designed for use with
    individuals during a 11 guidance or group
    intervention to engage them in the career
    planning process.
  • Careers Advisers use the booklet to explain the
    CS decision making approach and how to use the
    decision making tool (six questions)
  • Career Advisers use the PYC booklets during the
    diagnosis stage of the career planning interview
    as a way of exploring self awareness and
    opportunity awareness
  • To be used at stage 1 2 of the Career Planning
    Journey

17
Planning Your Career Booklet
  • Make the skills and qualities identified through
    self awareness more transparent
  • Make the learning gained about the economic
    environment, businesses and occupations more
    transparent
  • Link these to career decision making now and in
    the future
  • Produce personalised on line version with
    guidelines for use in My Learning Space
  • The language in the PYC booklet is not always
    appropriate to the client what other methods
    could you employ to teach the formula?
  • What methods do you currently use to introduce
    the six formula questions what difficulties have
    you come across and how did you overcome them?
  • How can the formula questions be used in
    exploring confidence to take forward
    well-informed career decisions and raise
    aspirations?
  • How can the formula questions be used to explore
    career agility and take advantage of
    opportunities to maximise potential?

18
The Buzz
  • Uses personality type theory to enable young
    people to better understand themselves and other
    people. Helps young people make better decisions
    about their future and improves the quality of
    their relationships and communication skills
  • Make personality traits (self awareness) and
    their relationship to work (opportunity
    awareness) more explicit to help young people
    identify their transferable skills
  • Help young people to have a clearer idea of what
    is important to them
  • Used at Stage 1and 2 of the Career Planning
    Journey

19
The Buzz
  • Make personality traits (Self awareness) and
    their relationship to work (opportunity
    awareness) more explicit
  • Use it more in school, groups and with clients in
    the centre
  • Develop self help material on the web site in My
    Learning Space
  • How can Buzz generate discussion around
    self-awareness?
  • How can Buzz be used to promote discussion around
    career agility?
  • How can Buzz be used to engage clients in
    developing their career management skills?

20
SING Tools
  • A toolkit for staff to assist individuals to make
    well informed realistic career decisions
  • Career Thinking
  • Employability Skills
  • Career Management Skills Quiz (Young People)
  • Career Support Network
  • Career Line
  • Explore decision making which can then be
    discussed and challenged
  • Help clients develop a sense of self awareness
  • Enable clients to assess their level of skills in
    relation to what employers demand
  • Used at Stages 1 4 of the Career Planning
    Journey


21
SING Tools
  • Give clients a clearer understanding of their
    transferable skills
  • Raise confidence in their career management
    capability through reflection on skills and
    experience identified
  • Update and develop online version on My Learning
    Space
  • How can the SING tools be used to develop
    clients sense of self-awareness?
  • How can the SING tools be used to challenge
    clients decision making process?
  • How can the SING tools be used to explore
    clients skills and qualities?
  • How can SING be used in raising career
    aspirations?
  • Where can SING be introduced into the ATG model?
  • How does SING support clients in identifying the
    skills they have acquired in formal and informal
    settings

22
My Employability Journey Logbook
  • A logbook used with students on the Flexible
    Support Project (FSP) to promote employability
    skills
  • The logbook belongs to the client and it is a
    record, written by them in their own words, of
    the evidence of their
  • Personal Qualities
  • Skills
  • Experience
  • Career Plans
  • Motivation
  • Achievements
  • Qualifications and Education
  • Areas for Development
  • For use at and through transition
  • To evaluate themselves, know their strengths and
    areas for development and help them to articulate
    their competencies.
  • Used at Stages 5 9 of the Career Planning
    Journey

23
My Employability Journey Logbook
  • Integrated into ATG interventions to support
    clients personal development planning
  • Benchmark skills and confidence levels at outset
    of project to make the distance travelled more
    explicit and create greater levels of confidence
  • How does My Employability Toolkit support
    clients in identifying the skills they have
    acquired in formal and informal settings?

24
Job Flash Cards
  • Job Flash cards are used by Careers /
    Employability Advisers as a starting point for
    clients who do not have any career ideas but are
    ready and willing to career plan.
  • Job Flash Cards can be used in 11 intervention
    and career planning workshops with young people
    and adults.
  • Encourages clients to think about what they want
    from work and increases self awareness.
  • Provides a better understanding of how to make
    decisions and what is involved in making
    well-informed and realistic career decisions
  • Generating ideas and motivating clients to think
    about how they make decisions.
  • To be be used at stage 1 2 of the Career
    Planning Journey

25
Job Flash Cards
  • How can Job Flash Cards help clients learn about
    economic environment, business and occupations?
  • How can Job Flash Cards help explore the
    advantages to continued learning, training and
    qualifications?
  • How can Job Flash Cards be used to explore what a
    client wants from work?

26
Career Box
  • Career Box is a flexible teaching and learning
    career education
  • resource delivered by both teachers and Careers
    Scotland
  • advisers.  It is the first national resource that
    offers a suite of lessons
  • and activities ensuring a consistent, coherent
    approach to career
  • education for young people
  • S1/2, S4 and S5 activities which ensure young
    people are-
  • Knowledgeable, ready and willing to engage with
    career guidance
  • Able to raise their career aspirations
  • Make connections between learning experiences
    during school and the future workplace
  • Supports all stages of the Career planning Journey

27
Career Box career education
  • What place does confidence and well-being have in
    Career Box and how would you deliver this
    further?
  • How does Career Box support clients in
    identifying the skills they have acquired in
    formal and informal settings?

28
Windmills Programme
  • Windmills offers career and life management
    programmes and resources to clients. It helps
    people take a fresh, positive and proactive look
    at their lives to ensure they are equipped with
    the skills they need to realise their potential.
  • HIE to provide us with practical applications

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