THE CHANGING FACE OF CAREER DEVELOPMENT

Career DevelopmentCareer Developmentfor Workplace Skillsfor Workplace Skills


NATCONNATCON

20062006NATCONNATCON

20062006

THE CHANGING FACE OFCAREER DEVELOPMENTTHE CHANGING FACE OFCAREER DEVELOPMENT

Phil JarvisNational Life/Work Centre

www.lifework.ca

Phil JarvisNational Life/Work Centre

www.lifework.ca

NATCON 2006NATCON 2006



NATCONNATCON


20062006

ProblemProblemMost 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

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



NATCONNATCON


20062006

• 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• Career choice paradigm is outdated

• 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• Career choice paradigm is outdated

New Work DynamicNew Work Dynamic



NATCONNATCON


20062006

CAREER CHOICE PARADIGMHelp people make informed decisions

CAREER CHOICE PARADIGMHelp 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

• 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



NATCONNATCON


20062006

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

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

CAREER MANAGEMENTHelp people learn how to manage their livesCAREER MANAGEMENTHelp people learn how to manage their lives



NATCONNATCON


20062006

OLD: Choose a DESTINATION• What will you be when ...

OLD: Choose a DESTINATION• What will you be when ...

Paradigm ShiftParadigm Shift

NEW: Follow your HEARTVocation: “finding the place where your deep gladness meets the world’s deep need.” … Frederick Buechner

NEW: Follow your HEARTVocation: “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?

• 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?



NATCONNATCON


20062006

The High FiveThe 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 ally5 Learning is lifelong

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 ally5 Learning is lifelong



NATCONNATCON


20062006

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.

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.

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.

Meta-CompetenciesMeta-Competencies

Managing Life, Learning and Work in the 21st CenturyAustralia. 2003.

Managing Life, Learning and Work in the 21st CenturyAustralia. 2003.



NATCONNATCON


20062006

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]

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]

Career ManagementMeta-CompetenciesCareer ManagementMeta-Competencies



NATCONNATCON


20062006

A. Personal Management1 Build and maintain a positive self-concept2 Interact positively and effectively with others3 Change and grow throughout life

B. Learning and Work Exploration4 Engage intentionally in lifelong learning5 Locate and effectively use information6 Understand work/society/economy relationship

C. Life/Work Building7 Secure or create and maintain work8 Make life and work enhancing decisions9 Maintain balanced life and work roles10 Understand changing nature of life/work roles11 Manage one’s career building process


B. Learning and Work Exploration4 Engage intentionally in lifelong learning5 Locate and effectively use information6 Understand work/society/economy relationship

C. Life/Work Building7 Secure or create and maintain work8 Make life and work enhancing decisions9 Maintain balanced life and work roles10 Understand changing nature of life/work roles11 Manage one’s career building process

Career Management CompetenciesCareer Management Competencies



NATCONNATCON


20062006



CharacterCharacterRespectResponsibilityHonestyIntegrityEmpathy

RespectResponsibilityHonestyIntegrityEmpathy

FairnessInitiativePerseveranceCourageOptimism

FairnessInitiativePerseveranceCourageOptimism



NATCONNATCON


20062006



NATCONNATCON


20062006

LearningCareer Management Competencies

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

• 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



NATCONNATCON


20062006

Edgar Dale’s “Cone of Learning”Edgar Dale’s “Cone of Learning”



NATCONNATCON


20062006

Learning FromThe FutureLearning FromThe Future

• The future belongs to those who can The future belongs to those who can see it coming - Power of imagination-see it coming - Power of imagination-StoriesStories

• Learning from the future (Scouts, Learning from the future (Scouts, Flight Simulator, Play)Flight Simulator, Play)

• Dream – not a destination, but a flowDream – not a destination, but a flow

• The future belongs to those who can The future belongs to those who can see it coming - Power of imagination-see it coming - Power of imagination-StoriesStories

• Learning from the future (Scouts, Learning from the future (Scouts, Flight Simulator, Play)Flight Simulator, Play)

• Dream – not a destination, but a flowDream – not a destination, but a flow

Twenty years from now you will be more disappointed by the 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 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 the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.winds in your sails. Explore. Dream. Discover. Mark TwainMark Twain

Twenty years from now you will be more disappointed by the 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 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 the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.winds in your sails. Explore. Dream. Discover. Mark TwainMark Twain



NATCONNATCON


20062006

Learning FromThe FutureLearning FromThe Future

““The last few decades have belonged to a certain kind of The last few decades have belonged to a certain kind of person with a certain kind of mind – computer person with a certain kind of mind – computer

programmers who could crank code, lawyers who could programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the craft contracts, MBAs who could crunch numbers. But the

keys to the kingdom are changing hands. The future keys to the kingdom are changing hands. The future belongs to a very different kind of person with a very belongs to a very different kind of person with a very

different kind of mind – creators and empathizers, pattern different kind of mind – creators and empathizers, pattern recognizers and meaning makers. These people – artists, recognizers and meaning makers. These people – artists,

inventors, designers, storytellers, caregivers, consolers, big inventors, designers, storytellers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards picture thinkers – will now reap society’s richest rewards

and share its greatest joys.”and share its greatest joys.”

Dan Pink, Dan Pink, A Whole New MindA Whole New Mind, , Free Agent NationFree Agent Nation

““The last few decades have belonged to a certain kind of The last few decades have belonged to a certain kind of person with a certain kind of mind – computer person with a certain kind of mind – computer

programmers who could crank code, lawyers who could programmers who could crank code, lawyers who could craft contracts, MBAs who could crunch numbers. But the craft contracts, MBAs who could crunch numbers. But the

keys to the kingdom are changing hands. The future keys to the kingdom are changing hands. The future belongs to a very different kind of person with a very belongs to a very different kind of person with a very

different kind of mind – creators and empathizers, pattern different kind of mind – creators and empathizers, pattern recognizers and meaning makers. These people – artists, recognizers and meaning makers. These people – artists,

inventors, designers, storytellers, caregivers, consolers, big inventors, designers, storytellers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards picture thinkers – will now reap society’s richest rewards

and share its greatest joys.”and share its greatest joys.”

Dan Pink, Dan Pink, A Whole New MindA Whole New Mind, , Free Agent NationFree Agent Nation



NATCONNATCON


20062006

www.realgame.comwww.realgame.comwww.realgame.comwww.realgame.com

Years 3 & 4Years 3 & 4Years 3 & 4Years 3 & 4





AdultsAdultsAdultsAdults

Career Management

Learning Resources

Career Management

Learning Resources



NATCONNATCON


20062006

www.realgame.comwww.realgame.com



NATCONNATCON


20062006

SuggestionsSuggestions• PortfolioPortfolio All students maintain a Personal Career All students maintain a Personal Career

Portfolio organized by the Blueprint competencies. Portfolio organized by the Blueprint competencies. All teachers and parents encourage and support all All teachers and parents encourage and support all students to grow their competencies and their students to grow their competencies and their portfolios continuallyportfolios continually

• Goal-SettingGoal-Setting (Intentionality/Purpose)(Intentionality/Purpose)

1. All students write 50 or more personal goals1. All students write 50 or more personal goals

2. Goals are organized into categories chosen by 2. Goals are organized into categories chosen by students, like: education, career, family, travel, students, like: education, career, family, travel, self-improvement, fun, service to others, etc.self-improvement, fun, service to others, etc.

3. Students select 10 highest priority goals and 3. Students select 10 highest priority goals and write a short paragraph on their top five.write a short paragraph on their top five.

4. Goals become part of portfolio, and are reviewed 4. Goals become part of portfolio, and are reviewed periodically (monthly, term, annual)periodically (monthly, term, annual)

• PortfolioPortfolio All students maintain a Personal Career All students maintain a Personal Career Portfolio organized by the Blueprint competencies. Portfolio organized by the Blueprint competencies. All teachers and parents encourage and support all All teachers and parents encourage and support all students to grow their competencies and their students to grow their competencies and their portfolios continuallyportfolios continually

• Goal-SettingGoal-Setting (Intentionality/Purpose)(Intentionality/Purpose)

1. All students write 50 or more personal goals1. All students write 50 or more personal goals

2. Goals are organized into categories chosen by 2. Goals are organized into categories chosen by students, like: education, career, family, travel, students, like: education, career, family, travel, self-improvement, fun, service to others, etc.self-improvement, fun, service to others, etc.

3. Students select 10 highest priority goals and 3. Students select 10 highest priority goals and write a short paragraph on their top five.write a short paragraph on their top five.

4. Goals become part of portfolio, and are reviewed 4. Goals become part of portfolio, and are reviewed periodically (monthly, term, annual)periodically (monthly, term, annual)



NATCONNATCON


20062006

More SuggestionsMore Suggestions• ““High Five Them Weeks”High Five Them Weeks” - If “Follow - If “Follow

Your Heart” is the theme of the week:Your Heart” is the theme of the week:1. Have a “Follow Your Heart” sign in all classrooms1. Have a “Follow Your Heart” sign in all classrooms

2. All teachers periodically relate lessons or 2. All teachers periodically relate lessons or classroom discussions to this principle, with classroom discussions to this principle, with personal anecdotespersonal anecdotes

3. Encourage children to talk about how this 3. Encourage children to talk about how this principle has applied in their livesprinciple has applied in their lives

• Character Record BookCharacter Record Book – i.e., If the – i.e., If the “Virtue of the Week” is “Virtue of the Week” is RespectRespect::1. How have I shown respect today?1. How have I shown respect today?

2. How have I not shown respect today?2. How have I not shown respect today?

3. How have I received respect today?3. How have I received respect today?

4. How will I show respect tomorrow?4. How will I show respect tomorrow?

• ““High Five Them Weeks”High Five Them Weeks” - If “Follow - If “Follow Your Heart” is the theme of the week:Your Heart” is the theme of the week:1. Have a “Follow Your Heart” sign in all classrooms1. Have a “Follow Your Heart” sign in all classrooms

2. All teachers periodically relate lessons or 2. All teachers periodically relate lessons or classroom discussions to this principle, with classroom discussions to this principle, with personal anecdotespersonal anecdotes

3. Encourage children to talk about how this 3. Encourage children to talk about how this principle has applied in their livesprinciple has applied in their lives

• Character Record BookCharacter Record Book – i.e., If the – i.e., If the “Virtue of the Week” is “Virtue of the Week” is RespectRespect::1. How have I shown respect today?1. How have I shown respect today?

2. How have I not shown respect today?2. How have I not shown respect today?

3. How have I received respect today?3. How have I received respect today?

4. How will I show respect tomorrow?4. How will I show respect tomorrow?



NATCONNATCON


20062006

Deciding … LearningOccupation … Skills and CharacterData/Information … Imagination

Lists … Relationships

Deciding … LearningOccupation … Skills and CharacterData/Information … Imagination

Lists … Relationships

THE CHANGING FACE OFCAREER DEVELOPMENTTHE CHANGING FACE OFCAREER DEVELOPMENT



NATCONNATCON


20062006

Bridging the Gap BetweenTalent & OpportunitiesBridging the Gap BetweenTalent & Opportunities

TALENTCareer Seekers with skills and

talents needing

opportunities

TALENTCareer Seekers with skills and

talents needing

opportunities

OPPORTUNITIESEmployers with opportunities

needing skills and talents

OPPORTUNITIESEmployers with opportunities

needing skills and talents



NATCONNATCON


20062006

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

North Carolina and SaskatchewanFutures Group (U.S.) and 30+ Canadian partners

including: SDIEC, Sask Learning, Sask Health, U of Sask, SIAST, SIIT, SaskTel, SaskPower, NLWC, CCDF

North Carolina and SaskatchewanFutures Group (U.S.) and 30+ Canadian partners

including: SDIEC, Sask Learning, Sask Health, U of Sask, SIAST, SIIT, SaskTel, SaskPower, NLWC, CCDF

Documents

THE CHANGING FACE OF CAREER DEVELOPMENT