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1st Annual Career Development Services Stakeholders Conference The Lakes Hotel, 1 Country Lane, Benoni, 7-8 April 2016

Prof. J.G. (Kobus) Maree DEd (Career Counselling);

PhD (Didactics of Mathematics); DPhil (Psychology)

University of Pretoria, South Africa

Merhaba!/ Dobro jutro!Good morning / GreetingsBuon giorno / SalutiGoeiedag / Wees gegroetLotjhani!/ MolweniSawubona!/ Dumela! Dumelang Madume/ DumelangDitumediso/ Ndi masiari NdumelisoAvuxeni Xewani/ Bonjour! Guten Morgen!/ Lyi gün!/ Sabah!

Hearty welcome to our Distinguished guests …

AND, of course,our distinguished attendees

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Presentation overview

1. Creative exercise2. Aims3. Career development4. Different career services5. Professionalisation of career development services6. Discussion7. Conclusion8. Acknowledgements and dedication9. References

Mother Teresa onher life’s work

"The other day I dreamed that I was at the gates of heaven.

And St. Peter said, 'Go back to Earth.

There are no slums up here.’ ”

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1. Creative exercise

What is happening in the world of sport (South Africa)?

Cricket?

Soccer;

Rugby?

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1. Creative exercise

Explain the following, puzzling soccer result:

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Top 20 Greatest Football Shockshttp://www.soccerphile.com/soccerphile/news

/greatest‐upsets.html

1. Greece wins Euro 2004

Many still cannot believe how such an utter underdog carried away one of the biggest prizes in the world of sports. Without a single international star, the Greeks succeeded on the basis of tactical discipline, fanatical commitment and supreme fitness. It was a miracle of miracles.

Research on this soccer match

What kind of information do we have?

Quantitative:

How many missed passes, shots at goal, fouls, etc.?

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Research on this soccer match

Qualitative:

Attitude of players? Motivation? Coach?

Referee’s role?

Crowd?

Visit to medical doctor

• What kind of information do we have?

Quantitative:

Blood pressure; blood test results; etc.?

X‐ray results?

So then … How would you resolve the soccer match puzzle?

Using a simultaneous, integrated qualitative+quantitative design, perhaps (Maree, 2013; 2016)?

Combining measurements (quantities) and observations (reflections: qualitative)

The approach outlined above in essence exemplifies the paradigm shift that occurred in career counselling over the past few decades (closely aligned with the narrative turn)

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2. Aims

• Deconstruct career development (What is career development?)

• Differentiate between career services

• Explain what is meant by the professionalisation of career development services

3. Career development

• … has a number of different stages that span a person’s entire life. This exemplifies Super’s (1990) theory of career development.

• Super (1963) proposes that people’s career development has five stages:

3. Career development

• Super (1963, 1990) stresses the significance of people’s personality (including their self‐concept), interests, abilities, and career choice as extensions of their self‐concept

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3.b. Career development in the 21st

century

Also includes notions of

• career adaptability,

• career resilience, and

• employability.

Good Work Foundation

Demonstrates the power of imagination, dedication and genuine care to bridge the gap between unemployment and employability.

Involve “person in the street” (SABC colleague, 2016).

Career development in the 21st

century

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century

• The word ‘development’ suggests something that has been completed or finished (Severy, 2006).


century

• The word ‘developing’ conveys the idea that people should play an active, ongoing role in authoring their career‐life narrative) (Severy, 2006).

From positivist to positive career counselling

• From Person‐Environment fit (Differential) paradigm in virtual isolation

to

• Career construction (merging

a. Differential,

b. Developmental, and

c. Narrative paradigms),

and life designing (Savickas, 2011a, 2011b)

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• Reveals who the person believes he or she is, refers to various facets of his or her subjective, objective, personal (including career) and social identity, and includes the maintenance and furtherance of his or her career‐life script (Maree, 2013; Savickas, 2011a).

Sometimes essential to rescript a life story, redesign and reconstruct a life.

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Participant (career guidance teacher) comment this morning

• “I discovered that I actually wanted to be an entertainer … No wonder I arranged so many trips for learners!”

Storied approach

Contrast

Western tradition: direct, concise manner of counselling (Wink, 2005)

versus

Non-western tradition: Favours story-telling as a mode of expression (Tracey, 2014).

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4. Differentiate between career services (Savickas,

2011a)

Advising

Guidance

Counseling

Placement

Coaching

Mentoring

Therapy

Career counselling facets

• Career counselling: psychological intervention: used to promote development. Goal: Help clarify sense of self or identity. Use that status to develop.

• Low: help to develop sense of self or identity

• High: vocational guidance: help find jobs that that fit identity

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Vocational guidance (Individual or group)

Educational intervention: uses educational methods to promote adjustment. You are guide (who gives advice to help person adjust). Goal is Holland’s (1985) congruence or fit. Individual or group.


Career therapy


Coaching

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Academic advisor/ ‐ing.


Placement service: e.g. resumé writing.

5. What is meant by the professionalisation of Career Development Services?

OECD review (OECD, 2004): Factors promoting professionalization include:

• the role of professional bodies (PsySSA?),

• establishing specialised lengthy qualification courses to ensure competency,

• established ethical standards.

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NICE project (Schiersmann, et al., 2012): statements that describe professionalism include

• engaging in reflective practice,

• CPD, and

• relating research and theory to practice.


Move from regarding professionals as [sole] ‘experts’ to ‘facilitators’ (Ball, 1984; Maree, 2013; Savickas, 1993; Watts, 2001).


Allan and Moffett (2015):

• Increasing distrust of “traditional paternalistic attitudes which [are] seen to be insensitive to people’s rights, in preference to enabling people to make informed choices.”

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6. Discussion

• Survival in rapidly changing times requires workers to become adaptable and flexible, think innovatively, and transcend the prevailing and often negative and outdated discourse on the choice and execution of careers (see e.g. Patel, 2016)

a. Imperative to collaborate at all levels

The Employment Equity Act (1998) states that:

Psychometric testing and other similar assessments of an employee are prohibited unless the test or assessment being used:(a) has been scientifically shown to be valid and reliable;(b) can be applied fairly to all employees; and(c) is not biased against any employee or group.

According to the Health Professions Act, Act 56 of 1974, Section 37 (2) (a), (b), (c), (d), and (e) and the Professional Board's document entitled Guidelines for Reviewers for the Classification of Psychometric Tests, Measuring Devices, Instruments, Methods and Techniques in South AfricaThe use of a psychometric measuring device, test, questionnaire, technique or instrument that assesses intellectual or cognitive ability or functioning, aptitude, interest, personality make‐up or personality functioning, is constituted as being a psychological act. Only registered psychologists are permitted to perform psychological acts which, in relation to evaluation, testing and assessment.

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b. Changing the language of discourse in career counselling

Choosing a career

• Right career

• Appropriate career

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Megatrends rapidly changing skills demanda. Digital revolution

b. Globalisation

c. Environmental challenges

d. Demographic changes (Heese, 2016)

e. Global migration trends of the past few years.

f. Growing socio‐economic inequality.

g. Ever‐widening gap between the rich and the poor (Di Fabio & Maree, 2016).

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Globally accepted: Strictly ‘psychometric’ testing (eliciting test scores) falls short of capturing richness and complexity of people’s lives (Hartung, 2010).

My personal Damascene moment … 1992 …

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Value of a qualitative/ narrative approach no longer contested• Not a ‘new’ or recent ‘approach’

• Not merely complementary to quantitative approach

• Equally suited for individual and group contexts

• Sensitive to idiosyncratic contexts

(Auto‐)Biographicity: constructing a biographical bridge (Savickas, 2011b)

Career‐life stories are elicited and used to deal with repeated transitions.

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(Auto‐)Biographicity: constructinga biographical bridgeEnable people to identify their central life themes (as revealed in their career‐life stories) and become able to use work to heal themselves.

Why did the world get Superman? Because a little boy named Jerry Siegel heard his father was murdered and, in grief, created a bulletproof man. Superman came not out of our strength but out of our vulnerability (Meltzer).

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Theory follows practiceAnd

Practice follows theory

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New language of our discoursecaptures and reflects essence of

changing practice

New language to capture essence of career counselling discourse

and help us change

Customised careers

Kaleidoscopic careers

Postindustrial careers

Boundaryless careers

Postcorporate careers

Protean careers

Portfolio careers

Hourglass economy careers

Dejobbing

Every thesis has an antithesis; everything is made out of contrasting sides (contradictions): Change discourse from

Disadvantage into advantage

Invisibility → visibilityPain → Hope (“Aspirations” (Heese, 2016)…

Symptom → a strength AND a social contribution

Intention → action (movement; magic happens when we move forward)

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Changing the practice of career counselling• The old no longer works (as it did at beginning of 20th century, when multiple jobs became available and people had to be fitted to these jobs)

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Career Construction Interview (Savickas, 2002, 2005, 2009, 2011, 2015)

•Post‐school contexts: CCI ideal

Career Interest Profile (Maree, 2006, 2008, 2010, 2011, 2013, 2015, 2016)

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7. Conclusion

• “The achievement of greater social justice is closely dependent on equitable access by all sections of the population to quality [career counselling]” (Nzimande, 2014).

COMPETENCY FRAMEWORK FOR CAREER DEVELOPMENT PRACTITIONERS IN SOUTH

AFRICA

“open, respectful and sensitive communicationis critical to the successful implementation of [the] competency framework.”

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7. Conclusion

Contemporary approach enables us to deal with ‘glass ceiling’‐related challenges brought about by people having been

• silenced

• marginalised

• unvoiced

• ‘named’ unjustly (Wink, 2005).

7. Conclusion

Contemporary approach is both emancipatory and transformative (Wink, 2005). Meets the need to cross the divide between a status quo of no assessment available in numerous contexts and its availability in (especially) affluent contexts.

Conclusion

… crosses the unnecessary divide between an objective and a subjective approach by facilitating a simultaneous, integrated, quantitative+qualitative approach.

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Conclusion

• “When a better [theory] comes along, one must have the willingness and capacity to adopt it. Ultimate allegiance should be, not to a theory, but to the very best ways of describing clients and intervening on their behalf ” (Phares, 1992, p. 64).

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Conditions which deprive people of opportunity to construct themselves amplify the following human tragedy: As I am speaking, we are losing many Nelson Mandelas, Mother Teresas, Marxs, Freuds, Einsteins, Savickas’s who could potentially have made major contributions to (wo‐)mankind.

Concluding comments

• Denying people access to an integrated, qualitative+quantitative approach to career counselling is ethically and morally indefensible.

• Not to mention potentially highly destructive (think: Arab Spring).

• The future of humankind will be bleak indeed if we do not join hands today to overcome challenges in a spirit of collaboration (Di Fabio & Maree, 2016).

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8. Acknowledgements

I would like to express my sincerest gratitude to Prof Mark Savickas, my all‐time role model, whose scholarly efforts can best be described as pioneering. He has single‐handedly liberated counseling theorists and practitioners alike from the shackles imposed by an overly positivist approach in the 20th and 21st century.

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My conviction is plain and simple

If I, a lowly singer, have soothed one humble human heart in pain, then not one stanza has been sung in vain (Epitaph, Jim Reeves).

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Güle güleTeşekkür ederim

Doviđenja

Dhanyawaadagalu

Vandane

Shukriya

Meherbani

Thank You

Thank you!

Dankie

Ngiyabonga!/ Enkosi

Ngiyabonga!/ Ke a leboga!

Re a leboha!/ Ndo Livhuwa

Inkomu/ Ha khensa

Merci beaucoup

Danke schön

Elkheir

13. References

Allan, G., & Moffett, J. (2015): Professionalism in career guidance and counselling – how professional do trainee career practitioners feel at the end of a postgraduate programme of study?, British Journal of Guidance & Counselling, DOI: 10.1080/03069885.2015.1063111

Ball, B. (1984). Careers counselling in practice. East Sussex, England: Falmer Press.

Di Fabio, A., & Maree, J. G. (2016). Using a transdisciplinaryinterpretive lens to broaden reflections on alleviating poverty and promoting decent work. Frontiers in Psychology, 6: doi: 10.3389/fpsyg.2016.00503

Hartung, P. J. (2010). Identifying life-career themes with the career-story questionnaire. In K. Maree. (2009), Career counselling: methods that work (pp. 176-180). Cape Town, South Africa: Juta Academic.

Hartung, P.J. (2011). Career construction: Principles and practice. In K. Maree (Ed.), Shaping the story: A guide to facilitating narrative counselling (pp. 103-120). Rotterdam, The Netherlands: Sense.

Holland, J. L. (1985). Making vocational choices: A theory of vocational personalities and work environments. Englewood Cliffs, N.J.: Prentice Hall.

Maree, J.G. (2010). Using early memories in career style interviewing In Maree, J.G. (Ed.) Career counselling: Methods that work (167-178). Cape Town: Juta.

Maree, J.G. (2011). The Career Interest Profile. Ver 3. Jopie van Rooyen & Co: Randburg.

Maree, J. G. (2013). Counselling for career construction: Connecting life themes to construct life portraits. Turning pain into hope. Rotterdam, The Netherlands: Sense.

Maree, J. G. (2016). Career construction counseling with a mid-career Black man. Career Development Quarterly, 64, 20-34.

Organisation for Economic Cooperation and Development (OECD). (2004). Bridging the gap. Retrieved July 23, 2014, from www.oecd.org/dataoecd/33/45/34050171.pdf

Patel, F.Y. (2016, April). Draft career development services policy: Building an effective and integrated career development system for South Africa. Annual Career Development Services Stakeholder Conference, Benoni, South Africa

Phares, E. J. (1992). Clinical psychology: Concepts, methods and profession. Pacific Grove, CA: Brooks/Cole Publishing Company.

Savickas, M. L. (1993). Career counseling in the postmodern era. Journal of Cognitive Psychotherapy: An International Quarterly, 7, 205-215.

Savickas, M. L. (1998). Career style assessment and counseling. In T. Sweeney (Ed.), Adlerian counseling: A practitioner’s approach. 4th edition. (pp. 329-360). Philadelphia, PA: Accelerated Development.

Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown, & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42-70). Hoboken, NJ: John Wiley & Sons.

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Savickas, M. L. (2006). Career counseling [DVD]. Washington, D. C.: American Psychological Association.

Savickas, M. L. (2007). Reshaping the story of career counselling. In J. G. Maree (Ed.), Shaping the story – a guide to facilitate narrative counselling (pp. 1-3). Pretoria: Van Schaik Publishers.

Savickas, M. L. (2009a). Career-style counseling. In T. J. Sweeney (Ed.). Adlerian counseling and psychotherapy: A practitioner’s approach (5th ed.; pp. 183-207). New York: Routledge.

Savickas, M. L. (2009b). Career counseling over time [DVD]. Washington, D. C.: American Psychological Association.

Savickas, M. L. (2011a). Career counseling. Washington, D.C.: American Psychological Association.

Savickas, M. L. (2012). Career construction theory and practice. In R. W. Lent, & S. D. Brown (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 134-145), Hoboken, NJ: John Wiley & Sons.

Schiersmann, C., Ertelt, B. J., Katsarov, J., Mulvey, R., Reid, H., & Weber, P. (Eds.). (2012). NICE handbook for the academic training of career guidance and counselling professionals. Heidelberg: Heidelberg University.

Severy, L. E. (2006). What’s my story? Narrative intervention in career counseling. (Doctoral dissertation, University of Florida, Gainesville, Fl.)

Super, D. E. (1963). Self-concepts in vocational development. In D. E. Super, R. Starishevsky, N. Matlin, & J. P. Jordaan (Eds.), Career development: Self-concept theory (pp. 1-16). New York, NY: College Entrance Examination Board.

Super, D.E. (1990). A life-span, life-space approach to career development. In Brown, D., Brook, L. & Associates (Eds.), Career choice and development: Applying contemporary theories to practice (pp. 197-261). San Francisco, CA: Jossey-Bass.

Tracey, T. J. G., Wampold, B. E., Lichtenberg, J. W., & Goodyear, R. K. (2014). Expertise in psychotherapy: An elusive goal? American Psychologist, 69, 218-229.

Watts, A. G. (2001). Careers education for young people: Rationale and provision in the UK and other European countries. International Journal for Educational and Vocational Guidance, 1(3), 209–222.

Wink, J. (2005). Critical pedagogy. Boston, MA: Allyn & Bacon.

Winnicott, D.W. (1969). The use of an object and relating through identifications in playing and reality. London, England: Routledge, pp. 86-94.

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WxvÉÇáàÜâvà vtÜxxÜ wxäxÄÉÑÅxÇàM j{tà |á vtÜxxÜ ... · Dejobbing Every thesis has an antithesis; everything is made out of contrasting sides (contradictions): Change