Developing in the Career Support Role 30 th March 2011

1. Developing in the Career Support Role 30th March 2011

2. Deanery Careers: areas of activity 2010/2011 Education Support and Guidance Promoting Wales Workforce National Links Careers strategy

3. Education2010 - 2011 Training the trainers – workshops, e learning (130 Educational Supervisors F2F) School Career Leads and FPD (21) Foundation workshops (279 F1/344 F2) GP Trainees (15) Preparing for consultant selection (91) MedWales (200 6th formers) Medical student lectures Mentoring (50)

4. Careers Education Events

5. F2 destinations 2010 245 F2 respondents 173 (70%) appointed to specialty 128 of these (75%) in Wales and 43 (25%) to England 96% got first choice specialty 20 going overseas (Not as many as we think) 29 taking career break 13 leaving the profession, not known where they go

6. Consultant Selection – learning gaps CV quality (too long, too many lists, poor clinical/non-clinical balance) Lack of awareness of what consultants actually do Wales-only view Poor grasp of bigger picture (policy, key players, changes) Have trained in the good times, will need to lead through the tough times Need better preparation for transition

7. Caseload 2009 – 2010 39 referrals Top 3 sources: Self, Performance, Ed. Supervisor Top 3 reasons Progress, change, leaving 2010 – 2011 53 referrals Top 3 sources: Self, Performance, Ed. Supervisor Top 3 reasons Progress, change, leaving

8. Resignations A knee jerk response to external factors or carefully considered decision Poor awareness of other options – OOPC, LTFT, carers leave Need for career change or social support? ! Let us know if you or anyone you know is considering resignation

9. Returners tomedicine Supporting Doctors Out of medicine for 5 – 10 years Many find a way after meeting us Started supernumerary posts Building case for a funded scheme Let us know if you know of anyone considering returning to Medicine

10. Brand Wales A Big Issue Common misconceptions about Wales More joined up promotion of Careers in Wales i.e. BMA “We’ll keep a Welcome” campaign/Facebook New Brand image – “The Smart Choice” BUT Experience of training is a key factor in recruitment/retention

11. How the new look was intended to look…

12. We weren’t too far off!

13. New Resources New look for DVD and on-line videos: now clips for WCAT, EM and SAS New brand feeding into printed resources and ST: http://specialty.walesdeanery.org Campaign page www.walesthesmartchoice.co.uk Specialty Leaflets F1 & F2 E-Learning modules Interactive Career Map

14. http://careers.walesdeanery.org

15. Events last year Foundation Jobs Fair BMJ London and West Midlands (October 2010/11) Medsin Conference November 2010 (Swansea) Local events (Morriston, Princess of Wales) MedWales 2010 and 2011 and…

16. Medical Careers Information Day • Much larger event in 2010 with 36 stands. • Highest attendance from sixth formers • Students from as far as Dundee! • Information giving day for students and to encourage early planning • So where are the F1s and F2s?

17. Statistics When did they decide to come? Who came? Why?

19. For your diaries… Our Medical Careers Information Day Consultants and trainees across all specialties All Nations Centre, Cardiff Saturday 15 October 2011 10.00 am – 3.30 pm Students, Junior doctors, Trainees Please promote – posters/guides Help resource stand and workshop speakers

20. NationalCareers Activity NEAF: Associate Deans with lead for careers MCAN: Represented on Committee of ACGAS UG Medical Careers Advisers An emerging professional group: PG Certificate/Diploma in Managing Medical Careers Presence at ASME, AoME, UKFPO events (workshops, posters, presentations)

21. 3544 LTFT trainees -Nov 2010

22. LTFT by Deanery

26. LTFT Conference/Research • LTFT Conference on the 1st March, well attended by Trainees and positively received • Presentations from BMA, Trainee Rep and LTFT Advisor • Research project – mapping destination of LTFTs over the past ten years. • Data collection, focus groups and an online survey • Results of online survey – 95% of trainees remained in Wales after completing training

27. UK Round-up Collins Report GMC surveys UKFPO update

28. Collins report

29. Collins - careers-related issue (1) All of the appropriate organisations must work together to define good practice for the provision of careers information and advice. Such information must be easily accessible, simple to understand and contain transparent data on each specialty, including competition ratios and a potential applicant’s “likelihood of success”

30. Collins - careers-related issue (2) Deaneries/Foundation Schools should make a greater effort to meet one of the important purposes of the Programme – to ensure that trainees experience many different specialties – by maximising and simplifying access to Tasters and by implementing organised “swap shops” for trainees to exchange rotations by 2013. Foundation Schools should disclose through their local Deanery website the degree of flexibility allowed by their programme in a standardised format.

31. GMC Trainee Survey 2010 • Career management skills and planning: 55% foundation trainees said they had been able to develop their career management skills and career plans and that the opportunity was useful • Information to assist career planning: 40% (48% F2 and 34% F1) knew where to look to get sufficient information • 25% said they had received information but that there was not enough high quality information in place

32. UKFPO Annual Report • Relatively low numbers undertaking GP placements in F1 or F2 in some foundation schools (range 30-95%) compared to the 50% requirement for GPs in specialty • There are also issues around opportunities to experience hard-to-recruit specialties in foundation

33. Tasters for Foundation doctors • Standardised guidance for effective tasters on the UKFPO website and also in the Foundation Programme Reference Guide. • Rough Guide to the Foundation Programme (2010 edition) contained comprehensive guidance on tasters. • Do you provide tasters in your specialty / location?

34. UK Careers Issues • Work ongoing to agree presentation of 2011 competition ratios • UK MCWG future ? • UKFPO Careers workstream to March 2011 • NEAF and MCAN meetings ongoing • MSC developing information for school leavers contemplating a medical career • Future setting of deaneries in England?

35. Workforce –many sources NLIAH report – overview and speciality reports CFWI report – reducing numbers in some specialities Collins report on Foundation programme – Autumn 2010 BMA Cohort Study – 4th report UKFPO warns of shortfall of F1 posts for 2011 – September 2010 Junior doctors desert the NHS – Times, Sept 2010

36. Vacancies leading to CCT - 2010

37. Activity 1 Delivering a Career Planning Workshop

38. Plan 20 minutes delivery: • Group 1 Slides 1 – 14 (first 3 objectives) • Group 2 Slides 15 – 16 (objective 4) • Group 3 Slides 17 – 25 (objective 5) • 60 minutes total • Learners must engage and participate, ask questions • 15 minutes feedback

39. Career Theory - Update

40. Theories of career decision making • Person-Environment Fit Theories e.g. work of Holland • Developmental Career Theory e.g. Super • Psychodynamic Theories • Structural Theories e.g. Roberts • Law’s Community Interaction Theory • Narrative approach to careers e.g. Cochran

41. Counselling theories Person Centered Approaches (Derived from the work of Carl Rogers) –congruence, unconditional positive regard and empathic understanding ‘Person-centered career counselling is a relationship between a counsellor and a client, arising from the client’s concerns, which creates a psychological climate in which the client can evolve a personal identity, decide the vocational goal that is fulfilment of that identity, determine a planned route to that goal, and implement that plan. The person-centered career counselor relates with genuineness, unconditional positive regard and empathy; the locus of control for decisions remains with the client out of the counselor’s trust in the self-actualizing tendency of the individual. The focus in person-centered career counselling is that of attitudes and beliefs that foster the natural actualizing process rather than on techniques and goals. (Bozarth J.D and Fisher, Rl (1990). Person-centered career counseling. In W.B. Walsh and S.H. Ospiow (Eds). Handbook of Vocational Psychology. Mahway, NJ: Erlbaum

42. Emerging Career Theories • Narrative Theories • emphasise the process of re-interpreting the past in order to develop and maintain a coherent story, rather than just the existence of memory of a consistent past • emphasises ‘emplotment’ - the process of viewing the self as the main character in a meaningful and productive narrative

43. Emerging Careers Theories • Career Learning and Storyboarding • SeSiFU – sensing, sifting, focusing and understanding • storyboarding aimed at enabling clients to find out ‘What’s going on?’ and to work out ‘What can I do about it?’. It focuses on reflecting on a turning point in a person’s life and gives clients the opportunity to explore their own capacity for flexibility

44. Emerging Career Theories • Happenstance (chance) • Counsellors need to teach clients to engage in exploratory activities to increase the probability that the clients will discover unexpected career opportunities. Unplanned events can become opportunities for learning. • The ultimate goal of career counselling is creating satisfying lives, not just making a decision • Practitioners should get clients to engage in exploratory action • Open-mindedness should be celebrated, not discouraged • Benefits should be maximised from unplanned events

45. Emerging Career Theories • Systems theory framework (STF) social contextual systems – the principal social influences within which individuals interact and/or receive input from e.g. family, community, media, education etc. environmental/contextual systems – things like geographical location, political decisions, historical trends, labour market etc. • Chaos theory draws attention to the complexity, changeability and connectedness of the components of career development – complexity, change, chance • Cultural capital increased focus in widening participation into medicine and medical school

46. Skills session • 1:1 Discussion exercise • Review of Core skills • Case studies

47. 1:1 Discussion Exercise • Working in pairs • Topic -Where you grew up • 3 minutes to ask questions and take notes • Swap • 3 minutes to talk about where you grew up • Swap

48. Core skills Ali and Graham (1996) provide a clear account of the essential skills that are used in career counselling (and in fact, in any counselling relationship). According to this model, certain skills are more basic than others – although all levels of skills are essential for an effective counselling relationship.

49. Interpretative Skills More Influence Strengthen Empathy Understanding Skills Active Listening Skills Ali, L. and Graham, B. (1996) The counselling approach to career guidance. London: Routledge, an imprint of Taylor and Francis Books Limited The Skills Pyramid

50. More about the Skills Pyramid • Interpretative skills – challenging, immediacy, self-disclosure and providing information • Understanding skills – restating, paraphrasing, summarising and asking open questions • Active listening skills - this term means listening to: the content of what is being said, how it is said, the possible meaning behind the words, the feelings expressed and the nature of any silences. It is used through the whole session