Developing Career Competencies based on the new draft framework, the Australian Blueprint for Career Development (ABCD).

1. Developing Career Competencies based on the new draft framework, the Australian Blueprint for Career Development (ABCD). Jillian Blight – DECS Futures Connect Program Manager blight.jillian@saugov.sa.gov.au ph 8226 4273

2. Phil Jarvis – Food for Thought • Many adults go through their entire working lives without ever making fully intentional, fully informed career choices. • Career – the sequence and variety of occupations (paid and unpaid) an individual undertakes throughout a lifetime including life roles, leisure activities, learning and work. • Not enough young people master the career skills they need to complement their academic & technical skills to become self reliant, lifelong career managers –’big ticket’ item for both State and Commonwealth Governments who recognise the social and economic imperatives.

3. Task 1: Reflect on your Career to-date • What career management skills do you have? • What has made you successful in finding, securing and maintaining your life, learning and/or employment opportunities? • Do you know your career drivers ie what motivates your career decisions? • Who helps you to make career decisions? • What is the role of friends, research, knowing yourself, being in the right place, risk taking, good CV, interview skills, chance etc • How do the various generational groups vary in their attitude to work? (refer handout)

4. Task 2: Career Motivation Score Card…..You have 50 votes • Adventure • Career progression opportunities • Income • Passion • Respect • Security • Social • Status • Vocational • Others

5. Task 3: Career Selection Influences • On each continuum circle the amount of influence groups or individuals have on your current career (life, learning and work) directions. • Mark with an asterisk two groups that you think could be of more help in supporting your career decisions. How do you think they might be able to help you and what could you do to make that happen? Self…parents…peers…close friend/partner…relatives…youth worker…teacher/lecturer…employers…community/sports contacts…media…career promotional materials including internet…others

6. Factors impacting on ongoing Life, Learning and Work Decisions? • Age, gender, family, community, economy (financial, labour market) etc • Planning versus Chance – intentional/unintentional • Information versus Experience • Self Help versus Networks • Understanding yourself in relation to opportunities available • Others?

7. Task 4: Assess your own Career Resilience • http://www.worklife.com.au/resource/ases-res.html • Handout

8. Who are you now & what do you love to do? What are your special talents & skills? What types of situations, environments & work roles have special appeal for you? What types of organisations need what you can offer? What innovative work arrangements will suit you & potential employers? What do you want to do as you begin to move toward your preferred future? Career Management ModelThe new career management model is not about making the right occupational choice …Answer these questions and find the work you love, to construct a great career & life.

9. Task 5: Rate your Overall Career Development • General questionnaire to introduce some of the concepts that will be explored in more detail as we unpack the ABCD. • Provides a quick assessment.

10. What is Career Development? It is about managing one’s life, learning and work over time. To become a self-reliant manager of one’s own career and life, one needs a range of skills and knowledge. ……career development competencies of the Australian Blueprint for Career Development (ABCD)http://www.dest.gov.au/sectors/career_development/policy_issues_reviews/key_issues/australian_blueprint_for_career_dev/default.htm Managing life, learning and work in the 21st century - Mary McMahon; Wendy Patton; Peter Tatham http://www.dest.gov.au/sectors/career_development/publications_resources/profiles/life_learning_and_work.htm The purpose of this paper is to: establish the context in which the Australian blueprint is being written; provide a rationale for using a lifespan career development framework to guide career policy and practice; and raise awareness about the need for and usefulness of a career development blueprint for Australia.

11. The Australian Blueprint for Career Development (ABCD) Refer p2-17 • Produced in response to the growing need for quality career development services and products in Australia • Based on the Canadian Blueprint for Life/Work Designs • Outlines the career competencies that all Australians need to develop to effectively manage life, learning and work in the 21st century • Provides common language and definitions • Facilitates service efficiency and consistency – program design in learning areas or pastoral care programs. See www.decs.sa.gov.au/futuresconnect career development section for program proformas • Enables mapping of career development outcomes for individual programs or whole school approaches – see Windsor Gardens pastoral care model.

13. Structure of the ABCD (1)Three Key Areas • Area A Personal Management • Area B Learning & Work Exploration • Area C Career Building

14. Structure of ABCD (2)Eleven main career competencies Area A: Personal Management 1. Build & maintain a positive self image 2. Interact positively & effectively with others 3. Change & grow throughout life Area B: Learning and Work Exploration 4.Participate in life-long learning supportive of career goals 5. Locate & effectively use career information 6. Understand the relationship between work, society & the economy Area C: Career Building 7. Secure / create & maintain work 8. Make career enhancing decisions 9. Maintain balanced life & work roles 10. Understand the changing nature of work 11. Understand, engage in & manage the career building process

15. Structure of the ABCD (3) Phase I: K-Primary Years Phase II: Middle Years (years 8-10) Phase III: Senior/Post-compulsory Years (years 11-12) Phase IV: Adults Four Developmental Phases Across the Lifespan:

16. Structure of the ABCD (4) Stage I: Acquisition (acquiring knowledge) Stage II: Application (experiencing acquired knowledge) Stage III: Personalisation (integrating acquired and applied knowledge) Stage IV: Actualisation (striving towards full potential) Four Learning Stages with performance indicators:

17. Local Standards • These can be developed by schools, districts, service providers to suit local contexts or needs. • They should address: - What an individual can do - The conditions under which they will perform the task - How well the individuals should perform the task.

18. Task 6: Unpack Career Competencies • Read the competency • Summarise what it is about • Rate your level of mastery • Identify evidence of your mastery • Reflect – gaps, opportunities for you to develop this further. What could you do? Who could help you? • General discussion - comments for sharing.

19. Links to the ABCD • Learning pathways plan - in a range of curriculum areas, and in pastoral care. Students identify strengths and potential vocational areas, explore their learning styles and use the plan to set and actions goals and to assist with subject, course and employment options. • Transition portfolio is divided into the 3 ABCD areas as a tool for students to collect and organise information and evidence. • The new SACE: the 5 capabilities at the centre of the new SACE are the personal attributes needed to live, work and be a responsible and active citizen in a changing and global world. The ABCD maps against – communication, civic participation, health, wellbeing and personal development, work and knowledge work. PLP’s and extended learning initiatives. • Employability skills framework is covered in the ABCD, especially in competency no 7.

20. Task 7: Consider Application of ABCD to Teaching Practicum You are well positioned through your practical relationships of the teaching context to help young people to build their competencies, to explore their skills and interests, learning and work options, and to make decisions based on their interests and relevant labour market opportunities (skills shortages). • Build one or more competencies into your learning area curriculum delivery • Develop a pastoral care activity based on one or more competencies • Focus on developing one of the competencies through your general interactions with students eg in extra curricula area • Get involved in Work education and VET and work experience programs • Find out about programs like Mindmatters and relate to ABCD outcomes • Explore the Wellbeing focus especially relevant to middle school approaches • Explore how well the school addresses the ABCD outcomes

21. What can you do?It is the responsibility of all teachers, not just career advisers, to help prepare students for life and their future careers. • Incorporate career skills development into your curriculum or pastoral care activities so that young people are helped to develop their personal management, learning and work exploration and career building competencies. • Provide students with opportunities to collect evidence of their career development competencies – add to portfolio • Become aware and keep up to date with current labour market information – skills shortages, SBNAs, traineeships etc. Use the www.decs.sa.gov.au/futuresconnect resources generator • Link with industry for hands on and practical experiences so that you and your student become aware of career opportunities through experience and information provision. • Plan for, build and deliver your curriculum developing these work ready skills and competencies that can underpin and link to VET training packages and /or tertiary pathways. • Make career development a key outcome of your teaching.

22. Thankyou • Any Further Questions