· Web viewthink about the merits and demerits of keeping their options open. Being ‘decided’ can be a good thing as it makes choosing courses and pathways easier; but there is

Five activities to help young people make better career decisionsTeachers briefing

Decision-making is the process of considering information about a set of alternatives to reach a conclusion or resolution about what to do. The key teaching points in lessons about career decision-making are that students need to:

accept that they have reached a decision point and be ready and willing to make a decision recognise that self-efficacy (confidence and self-belief in one’s ability to achieve what one

wants to achieve) is the key to self-determination in effective decision-making think about the merits and demerits of keeping their options open. Being ‘decided’ can be a

good thing as it makes choosing courses and pathways easier; but there is nothing wrong in ‘deciding not to decide’ (i.e. planned procrastination) until a decision has to be made. Students who are worried about being undecided or who have no clear goal in mind perform less well in exams so it is better that a decision not to decide now is deliberate. Keeping their options open allows them to continue to explore possibilities and to take advantage of unexpected opportunities

start exploring their options in good time. It usually takes longer than they expect to find out and internalise what they need to know

recognise that decision-making involves being enterprising and taking risks; and this means not just exploring the jobs and courses that were around when their parents and teachers were growing up

be aware of the influences and pressures on them. They need to learn to resist stereotyped ways of thinking which could have an adverse impact on their decision-making. They also need to know what specialist careers help is available in school to support them in dealing with external influences and pressures

choose decision-making styles that are ‘fit for purpose’. It is usually best to advise students to make carefully-considered decisions but they need to be reassured that this is an idealised approach and that in practice decision-making is complex, pragmatic and non-linear

recognise that an informed decision is one in which the student is willing to accept the consequences of their decision – there are no right or wrong decisions, just decisions we learn from.

1. A decision-making action plan

This is a format for making a structured decision but it is not intended to become a straight-jacket. It helps students to focus on key elements of their decisions, e.g. ‘What matters to me?’ (see Katz’s list of values below) and thinking ahead about how they are going to implement their decision.

Values (Martin Katz, 1973 and 1993)

Money-income Power-authority-leadership Stability-security Adventure-excitement-change-variety Autonomy-independence Knowledge-new ideas Altruistic service-helping of others Prestige-fame-recognition Leisure time Intrinsic activity interest-work in your main field of interest Early entry (to an occupation)

2. Decisions! Decisions! - Decision styles activity

This activity will help students to evaluate the efficacy of their own decision-making style. It will help them to distinguish between decision-making that is opportunistic (i.e. doing what feels right, resisting planning, keeping options open), strategic (i.e. deliberate, planned, self-led), aspirational (i.e. intuitive, based on feelings and inner experience, impulsive, competitive), evaluative (i.e. based on emotional and practical considerations and long-term thinking) and dependent (i.e. led by others, compliant and deferential).

3. Decision-making T-chart

Across the top of the ‘T’ students write one of their choices, e.g. study automotive engineering. In the left-hand column bullet-point the advantages and benefits of making that choice (‘pros’) and in the other column list the drawbacks (‘cons’). Repeat for other alternatives and then weigh up all the considerations.

A conceptually more advanced version of this for older pupils is a ‘Rewards, risks and effects analysis’. Students ask themselves three big questions: ‘What are the rewards from choosing this?’, ‘What are the risks if I choose this?’ and ‘What effect will my choice have on my life and lifestyle?’.

4. Decision matrix chart

Across the top, students record the different options they are considering. Down the side, they list the different criteria they want to use to compare each option systematically. They write comments and/or numerical ratings in each of the cells of the matrix.

5. Tug of War

A ‘push-pull’ analysis, borrowed from geography, is a variant of this method: students identify the factors that are pulling them towards and pushing them away from a particular decision.

1. Decision-making action planGetting started What is my decision (really) about? What matters to me? What do I need to be doing, and when?

Exploring alternatives What are my choices? What do I know about them? What else do I need to find out? What happens when I rehearse different decision scenarios in my mind?

Choosing between alternatives How will I make my decision? What are the likely consequences of choosing the different options I’m considering? How will the decision I make now affect the next decision I expect to make? What is my choice?

Implementing my decision What is my plan for implementing my decision?Action By when?

Following up my decision How is it going? What have I learnt from the experience?

2. Decisions! Decisions!Instructions: Students do the activity in groups of 3-6 sitting in a circle. Place the ‘decision style’ and ‘what my decision is about’ cards face down in the centre of the circle. Students take it in turns to pick up a ‘decision style’ card and a ‘what my decision is about’ card. They read the ‘what my decision is about’ card first and then explain to the group the consequences of making that particular decision in the way that is described on the style card. Cards are returned to the bottom of the pile. Fit in as many rounds as you can in the time available.

Adaptation: Get students to write new ‘what’s my decision about’ cards.

Acknowledgement: This activity is based on the ‘Decisions and styles’ card sort activity in Muslim girls Careers Education Pack, (CfBT, 2002)

Debrief: Ask students what insights they gained from doing the activity. It illustrates the different ways we make decisions, e.g.:

Wait and see what happens Let others make the decision Act on impulse Act on information and careful consideration Act on intuition

It aims to show that decisions have consequences so it is important to choose a decision-making style that is ‘fit for purpose’?

The activity can also be used to initiate a discussion on the pressures and influences on people’s decisions. Sometimes, those pressures and influences come from within us and sometimes they are external, e.g.:

our own attitudes (e.g. ambivalence) and values (e.g. respect for own parents) our family members our religious and cultural beliefs the ethos and culture of the school/college/club/company we join the media and social media those in authority (when control partly rests in someone else’s hands) advertisers, marketing and salespeople.

What my decision is about

What to study for a degree


What to do after Year 13


What to do this Friday night


Whether to go shopping with friends on Saturday morning


Whether to try smoking or not


Whether to apply for an apprenticeship or not


What job to apply for


Whether to get married or just live together


What trainers to buy


Whether to stand for the School Council


Think of a decision that someone of your own age might need to

make


Whether to go into the school sixth form or go to college


What mobile phone to buy


Where to go to eat with friends


How to earn some extra cash


When to start revising for the exams that are coming up


To get on with tonight’s homework or text your friends


Whether or not to make up information to put on your CV


Whether or not to give away a secret


Whether or not to give out your personal details to someone

you’ve met online


Which university to choose


Whether to switch to a different subject after three weeks into a

course


Whether to leave the job you hate before you’ve got a new one

to go to


Whether to give up playing a musical instrument


Whether to re-take a GCSE subject to try and get a better

grade


Whether to go to the local university so you can live at home


Whether or not to study abroad


Whether to take a job without prospects to avoid being

unemployed

What my decision is about What my decision is about







Decision style

Do the first thing that comes into your head

Decision style

Do the same thing as all your friends

Decision style

Write down all the options and pick one blindfolded

Decision style

Flip a coin

Decision style

Go for the option which looks best at first glance

Decision style

Weigh up pros and cons of each option

Decision style

Follow your instincts

Decision style

Discuss it with family members

Decision style

Take the easiest option

Decision style

Do what others expect of you

Decision style

Ask an expert for help (e.g. careers adviser, youth worker,

teacher)

Decision style

Make up your own mind and ignore what other people want

Decision style

Ask a friend for advice

Decision style

Pick the option which is least likely to offend anyone

Decision style

Choose your own way of making a decision

Decision style

Let someone else decide for you

Decision style

Do what you think someone you admire would do

Decision style

Go to a quiet place and stay there until you have made up your mind

Decision style

Research all the available information

Decision style

Choose the safest option

Decision style

Put off making a decision until the last possible minute

Decision style

Choose the riskiest option

Decision style

Pray for guidance

Decision style

Sleep on it

Decision style

Do the first thing that comes into your head

Decision style

Choose the most cool option

Decision style

Worry and don’t actually do anything

Decision style

Put off making any sort of decision at all

3. Decision-making T-chart

Across the top of the ‘T’, write down one of your choices, e.g. study automotive engineering.On the left-hand side of the ‘T’, bullet-point the advantages and benefits of making that choice (‘For’) and on the right-hand side of the ‘T’, list the drawbacks (‘Against’).Repeat for other alternatives and then weigh everything up.

The choice I am considering:

FOR

AGAINST

4. Decision matrix chart

Look at the example of a matrix chart filled out by a Year 11 student interested in engineering. Create your own chart on a spreadsheet.

Put your choices along the horizontal axis.

Put your choice criteria along the vertical axis. (Get ideas about the choice criteria that you want to use by talking in class and to family and friends).

Write comments in the cells of the matrix.

Weigh up the results. If it helps, you can give a numerical value to what you have written in each cell and then add up the results for each column.

School route College route Apprenticeship route

What could I do at 16?

3 A levels inc. physics and maths

3 A levels inc. physics and maths

Network Rail Advanced Apprenticeship

Where could I go?

Stay at my present school

Go to local college Anywhere in UK. Locations announced in January

What would it cost?

Free. May get additional financial support, e.g. travel assistance, 16-19 Bursary Fund

Free. May get additional financial support, e.g. travel assistance, 16-19 Bursary Fund

Free. Paid c£9k in first year rising to £14k in third. Accommodation and food paid in first year

What would I do afterwards?

Apply to uni. Get a degree and eventually become a chartered engineer.

Same as school option Stay with the company, go on to do a degree and become a chartered engineer

My social life Most friends are staying on.

Meet new people. Keep in touch with friends.

Make new friends. Live away from home. Keep in touch with friends

5. Tug-of-WarImagine a tug-of-war competition. The rope is what your decision is about, e.g. "Should I drop out of the course I'm doing or stick it out?" Write what your decision is about in the box below:

One team is 'for'; the other is 'against'. Write the arguments and advice the contestants on both teams might give you in the speech bubbles. Name the contestants if they are real people, e.g. mum, your best friend, your tutor, etc.

Then, using your imagination, start the tug-of-war and make up your mind which side wins. Explain which side won in the box below.

Documents

· Web viewthink about the merits and demerits of keeping their options open. Being ‘decided’ can be a good thing as it makes choosing courses and pathways easier; but there is