Diversity in Career Paths: Individual and Collective Issues

1. Diversity in Career Paths:Individual and Collective Issues Geneviève Fournier, Ph.D., c.o. Director, Centre for Research and Intervention in Education and Working Life (CRIEVAT) Conference of the International Association for Educational and Vocational Guidance (IAEVG) At the intersection of personal, community and work life realities Québec City June 4, 2014

2. Questions • Long-term integration in the labour market • Freedom and individual responsibility in constructing one’s career path • Guidance and career development practices • Training future practitioners • Research

3. Changes in the labour marketThe 3 D’s(Cavalli, 2007; Henretta, 2003; Kohli, 2009; Settersen, 2003) Standardization Destandardization Diversification of life courses Homogeneous and predictable career paths Institutionalization Deinstitutionalization Normative regulation by governments and companies Lifetime employment More flexible work organization Chronologization Dechronologization Succession of well-ordered, well-defined stages according to relatively set age groups Deregulation of the “social clock” Desynchronization of transitions from one life role to another

4. A brief look at three studies • Understand: • The career paths of people who do not have a traditional career (peripheral and marginal workers). • The processes by which some workers succeed in feeling genuinely integrated in the job market, whereas others develop and remain in precarious occupational, personal, and social situations.

5. First study • A longitudinal study carried out over five years with high school, technical college, and university graduates (bachelor) • Initial sample of 225 participants and, five years after the end of their schooling, 151

7. Second study • Study with workers from 16 to 65 years old, in a nonstandard employment situation for at least 3 years • Sample: 532 participants (men=214, women=318)

8. A few results During the last three years, the recurrent nonstandard work situation had a direct negative effect on: • their mental health (31.4%) • their physical health (27.8%) • their family relationships (25%)

9. Two thirds of the workers reported suffering from: • (68.5%) - not being able to carry out personal projects in their life outside of work. • Approximately 40% of them reported: • (43.7%) that their skills were under used; • (40%) having to continually search for work; • (40%) lacking career prospects and being worried about the future; • (37.2%)not receiving acknowledgment for their work from their bosses. • Approximately 1/3 of them reported: • (32.6%) feeling unappreciated at work; • (30.4%) having too heavy a workload and “not being able to say anything”; • (30%) not being able to meet their daily, basic needs.

10. Third study • A transversal and qualitative study carried out with workers aged 45 and over, whose career paths were made up of nonstandard employment for at least the last three years • Sample: 78 participants (men=38, women=40)

11. 4 types of career paths 47% 53%

12. Two studies • An international study carried out for a large research project, the World Value Survey (WVS) Percentage of people who said that work was very important or important in their lives (absolute centrality) (conducted in 2008) Atlas of European Values* http://www.europeanvaluesstudy.eu/evs/surveys/survey-2008/participatingcountries/

13. A Québec study • Mercure and Vultur(2010): La signification du travail (the meaning of work) • 1,000 people 18 and over • Main regions of Québec Mercure, D. et Vultur, M. (2010). La signification du travail. Nouveau modèle productif et ethos du travail au Québec. Québec, QC : Presses de l’Université Laval.

14. Level of importance attributed to work by the Québec labour force Level of importance of work Most important Among the most important Relatively unimportant Among the most unimportant

15. “Expectations for work that makes sense, for work that allows us to express our individuality but also to construct something socially useful. Decent work that is integrated into the rest of our lives and that allows workers to fully express their other roles as citizens, parents, and friends. Civilized work that is properly shared among society’s members.” Dominique, Méda and Patricia , Vendramin, 2013, p.241

16. The importance of guidance and career development around the world 4 reports

17. Watts, A. G., & Sultana, R. G. (2003). Career Guidance Policies in 36 Countries: Contrasts and Common Themes OECD and the Canadian Government in collaboration with the European Commission, the World Bank and the International Association for Educational and Vocational Guidance (ICDE) • Main issues: Help to promote social justice, sustainable, long-term employment, and improved access to guidance and career development services for all people, whatever their age.

18. OECD/The European Commission (2004). Career Guidance: A Handbook for Policy Makers • Overall focus: Lifelong access to guidance and career development and public policy aimed at achieving greater social justice. • Core issues: How can career guidance services be delivered more effectively to young people and to adults of all ages, whether or not they are currently employed? And what changes are needed to improve guidance services and their accessibility?

19. OECD (2004), Career Guidance and Public Policy: Bridging the Gap, OECD Publishing • Overall focus: guidance, career development, and social justice. • Core Issue: How can guidance and career development best be used to help achieve the social integration of all people, including marginalized groups, the disadvantaged, immigrants, and ethnic minorities, so as to address issues such as the growing polarization in the labour market and inequalities, particularly gender inequalities. 

20. International Labour Organization (2011). Career Guidance: A Resource Handbook for Low and Middle-Income Countries • Overall focus: The importance and relevance of career guidance in low and middle-income countries • Four main goals:   • Tackle the problem of early school drop-outs and promote the development of effective linkages between education, training, and the workplace; • Foster social equity and socio-occupational integration for all citizens; • Promote the reintegration and inclusion of marginalized and disadvantaged groups in education, training, and employment; • Ensure support for transitions at all stages of people’s lives.

21. From yesterday to today Le découpage des 4 premières périodes est inspiré de l’article de Mellouki, M. et Lemieux, N. (1992). Les agents scolaires, leur place et fonction dans les rapports sociaux. Sociétés contemporaines, 11-12, 91-118

22. First period: 1930 to 1945 Posing the foundations for guidance and career development • November 1940: Establishment of the Institut canadien d’orientation professionnelle (Montréal) • September 1940: Establishment of the Institut Laval d’orientation professionnelle (Québec City) • September 1942: Establishment of the Office Trifluvien d’orientation(Trois-Rivières) • September 1942: Establishment of the University of Ottawa Guidance Centre (Ottawa) • 1944: Foundation of the Association des orienteurs professionnels

23. The second period: 1945-1962 The first half ofthe “Thirty Glorious Years”: A swift evolution of the labour market “The most important factor illustrating the need for career counselling is the diversity of tasks (…) and the resulting constantly growing complexity in labour market structures (...) Consequently, choosing a career has become so complicated an endeavour that there is a pressing, what might even be called, an imperative need for young people to be counselled about their career choices by vocational guidance specialists.” • (Éthier, Wilfrid, 1956, p.30-32, quoted (in French) in Mellouki, M’hammed & Lemieux, Nicole, 1992, p.102)

24. The third period: 1963-1980 «Qui s’instruit s’enrichit» “Education makes for a richer life” • Institutionalization of and increase in the number of guidance counsellors in schools • In 1963: Adoption of a provincial law recognizing the Vocational Guidance Association as a professional corporation • The Parent Report: Vocational and career guidance

25. Evolution in the education system and in guidance and career development: career counsellors become specialists and educators in the choices to be made • Development of the Activation of Vocational and Personal Development approach (Activation du développement vocationnel et personnel, ADVP) by Denis Pelletier, Charles Bujold, and Gilles Noiseux

26. The fourth period: 1980-1990 “A critical time of transition for career counsellors” • Major economic crisis and changing career paths • Role of career counsellors in schools • Career counsellor: specialists in employment integration, reintegration, and labour market entry

27. The fifth period: 1990-… “A period of tremendous dynamism” • Here at Laval University …, • Contribution of numerous professors: • Danielle Riverin-Simard: 4 key publications on the subject of career development • Armelle Spain: work on women’s career development • Charles Bujold: a book entitled Occupational Choice and Career Development: Theories and Research • Yvon Pépin:new psychosocial approach for counselling intervention, taught here at Laval

28. Some criticisms • Positive, normative, phase-based, and linear conception of work life • Too much importance attached to the stability of certain characteristics and character traits in individuals • Too little importance attached to the effects of contingency factors (random, chance events), contexts (e.g., cultural, economic, social), and changes in context

29. New approaches

31. Common principles • Une conception dynamique de l’identité • A holistic view of human beings • The importance of situating people’s choices, projects, and actions within multiple contexts • The importance of considering career paths from a time-series perspective, i.e., cyclical and systemic rather than linear and causal

32. CRIEVAT  Centre for Research and Intervention in Education and Working Life

33. Who is involved with CRIEVAT? • Management • Geneviève Fournier, Director, Ph.D. in Guidance and Counselling (Laval University, Québec City) • Daniel Côté, Assistant Director, M.A. in Sociology • Composition • 25 full-time researchers • 20 associate researchers • 83 master’s students • 45 doctoral students • A Canada Research Chair in Occupational Integration and the Psychosocial Environment of Work (Director: Louise St-Arnaud) • A Research and Intervention Group on Training, Integration, and Employment Stability (Director: G. Fournier) • The Desjardins Career Development Fund

34. CRIEVAT: What are our backgrounds? • Education (career guidance and counselling, and psychopedagogy) • Clinical, organizational, and community psychology • Psychosociology • Sociology (of education and work)

35. CRIEVAT: What are we doing in our research? Working to: • Understand issues related tothe preparation of young people for the labour marketand their socio-occupational integration; • Understand issues related to people finding satisfying and meaningful career paths; • Understand the effects of new forms of work organization (psychosocial workplace environment) on people’s mental health and on the necessary balance in their commitment to different areas of their lives; • Support the use of reflexive practice by counsellors working with people who are at critical moments in their career paths; • Analyze and design tools and programs for life-long counselling and guidance.

36. CRIEVAT’s scientific program

37. Conclusion • Challenges: • To those of you working in the school system or in the fields of employability or socio-occupational integration • To those of you working in organizations and businesses • To students • To the teachers, professors, and instructors who are training the next generation of practitioners • To researchers

38. Enjoy the conference! 

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47. Références consultées • Settersten, Richard A., Jr. 2003. Propositions and Controversies in Life-Course Scholarship. Dans R. A. Settersten, Jr. (dir.), Invitation to the Life Course. Toward New Understandings of Later Life (pp. 15-45). Amityville, NY : Baywood Publishing Company. • Sverke, M. et Hellgren, T. (2004). Job Insecurity and Union Membership : European Unions in the Wake of Flexible Production. Work and Society, no. 42, p 39-59 • Trottier, C. (2006). La signification du diplôme et de la formation chez les jeunes en insertion professionnelle qui ont rompu leurs études secondaires, dans K. Béji et G. Fournier (dir.) (2006). Del’insertion à l’intégration socioprofessionnelle : rôles et enjeux de la formation initiale et de laformation continue. Québec, Les Presses de l’Université Laval, p. 3-17 • Ulysse, P.-J., Lesemann, F., & De Sousa, F. J. Pirès (dir.) (2014). Les travailleurs pauvres. Précarisation du marché du travail, érosion des protections sociales et initiatives citoyennes. Québec, QC : Presses de l’Université du Québec • Ulysse, P. J. (2009). Les travailleurs pauvres : de la précarité à la pauvreté en emploi. Un état des lieux au Canada/Québec, aux États-Unis et en France. Lien social et Politiques, 61, 81-95. • Vondracek, F.W. et Porfeli, E.J. (2008). Social Contexts for Career Guidance Throughout the World. Developmental-Contextual Perspectives on Career Across the Lifespan. Dans J.A. Athanasou et R. Van Esbroeck (eds.), International Handbook of Career Guidance (pp. 209-225), New York, NY : Springer. • Vondraceck, F. & Porfeli, E.J. (2004). Perspectives historiques et contemporaines sur la transition de l’école au travail : apports théoriques et méthodologiques du modèle développemental-contextuel. L’orientation scolaire et professionnelle, 33 (3), 351-374.

48. Références consultées • Vultur, M. et Bernier, J. (2013). Inégalités structurelles et inégalités fractales dans le contexte postfordiste du marché du travail. Revue Interventions économiques, 47, 11-23. • Watts, A. G. et Sultana, R. G. (2003). Career Guidance Policies in 36 Countries: Contrasts and Common Themes. Toronto : OECD and the Canadian Government in collaboration with the European Commission, the World Bank and the International Association for Educational and Vocational Guidance. • Widmer, E. D. et Ritschard, G. (2013). Tous égaux devant la pluralisation des parcours de vie? Déstandardisation des trajectoires familiales et professionnelles et insertions sociales. Dans Gaudet, S., Burlone, N., Lévesque, M. Repenser la famille et ses transitions. Repenser les politiques publiques (pp. 79-110). Québec, QC : Presses de l'Université Laval. • Young, R.A. et Valach, L., (2008). Action Theory: An Integrative Paradigm for Research and Evaluation in Career. Dans J.A. Athanasou & R. Van Esbroeck (eds.), International Handbook of Career Guidance (pp. 643-657), New York: Springer • Young, R.A. et Valach, L. (2006). La notion de projet en psychologie de l’orientation. L’orientation scolaire et professionnelle, 35(4), 495-509. • Young, R.A. et Valach, L. (2004). The construction of career through goal-directed action. Journal of Vocational Behavior, 64, 499-504.