Engaging Parents in Career Conversations Presenter/s: Venue: Date:

Engaging Parents in Career Conversations

Presenter/s:

Venue:

Date:

Acknowledgements

The following have contributed to the development of this resource:• Gray Poehnell • Canadian Career Development Foundation• Career Education Association of Victoria

Source Materials• “Guiding Circles” - R. McCormick, N. Amundson, & G. Poehnell• “Hope-Filled Engagement” - G. Poehnell & N. E. Amundson• “Lasting Gifts” - Canadian Career Development Foundation and

Career Education Association Victoria

• www.myfuture.edu.au• www.education.gov.au• www.employment.gov.au

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Have a conversation

Step in Step Out:

• Select one person who stepped in with you and have a conversation about:

• the experience you have in common• what interested you about attending this workshop

Workshop Aims

By the end of this workshop you will be able to:

• Better support your teenager in their career journey;

• Have a career conversation with your teenager;

• Know and understand the High 5 messages

• Learn about some useful career resources;

• Understand the influential role you play; and

• Become a career ally!

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Research

Lost TalentIt is important for young people to have a specific occupational career plan and receive comprehensive career development services.

Foundation for Young Australians (2010)

On TrackBetter careers advice would have encouraged early school leavers to stay at school.

State of Victoria (2008)

Face-to-faceParents are the preferred source of career information, advice and guidance for teenagers.

Hibbert, T (2010, September)

CICARaise parents’ awareness of education and training opportunities.

It raises the value attributed to those opportunities by parents.

Miles Morgan (2012, March)

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The Changing World-of-WorkWhat will work be like for young people in Australia today?

Minimum of 7 careers in a lifetime

Follow your heart

Focus on the journey

Use your networks

Lifelong learning

What was work like for you growing up?

• Could you expect to stay in the one job?

• Were you able to choose the job you did?

• Were you able to change jobs easily?

• Were you able to ask for help and advice?

• Did you have to study, and keep learning?

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Concerns About the Future

What concerns do you have about your teenager’s future?

What concerns does your teenager have about their future?

www.youtube.com/watch?v=u2ZPjBRUrCA&lr=1

Source: National Career Development Week

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Your Future: How many of you…

… knew at 16 years of age what you wanted to pursue?

… are doing now what you thought you wanted to do when you were 16?

… made important career decisions based on researching and reading labour market information?

… are where you are now, at least in part, because of a chance encounter or unplanned event?

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Source: “Lasting Gifts”Canadian Career Development Foundation

Attributes that young people need…

Persistence

Resilience

Enterprise

Drive

I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over again in my life. And this is why I succeed. Michael Jordan

The best way to predict the future is to create it. Abraham Lincoln

Desire! That’s the secret of every man’s career. Not education. Not being born with talents. Desire. Bobby Unser

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Preferred Future

Source: “Lasting Gifts”Canadian Career Development Foundation

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A career is the paid and unpaid roles across the lifespan; life roles, leisure, learning, work

What is a Career?

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Positive Uncertainty

H.B. Gelatt describes ‘positive uncertainty’ as:

• the ability to recognise and accept that the future is uncertain; and

• at the same time, be positive about it.

Source: Gelatt & Gelatt

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Stages of Career Development• Self Development

– Young people understand themselves and the influences on them, build their experiences and achievements and develop their capabilities.

• Career Exploration– Young people locate, investigate and consider

opportunities in learning and future work options.• Career Management

– Young people make and adjust Career Action Plans and manage their life choices, changes and transitions.

www.education.vic.gov.au/careersframework

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High 5 Career Development Messages

1. Change is Constant

2. Learning is Ongoing

3. Focus on the Journey

4. Follow your Heart

5. Access your Allies

http://www.youtube.com/watch?v=sNHcXl4IbZQ&lr=1

Source: Career Industry Council of Australia

* Developed in 1995 by Canadian career development leaders

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Change is Constant

Did You Know…?

http://www.splicd.com/cL9Wu2kWwSY/36/74

www.youtube.com/watch?v=YmwwrGV_aiE

Source: Karl Fisch

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Change is Constant

Labour Market Information on Job Outlook

• www.joboutlook.gov.au

• Over 350 occupations with:– Overview and Job prospects– Statistics: growth, earnings, hours, gender/age, FT/PT– Knowledge, skills and abilities– Training and Vacancies

• Career Quiz

Skill Shortages

http://employment.gov.au/skill-shortages

http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx

Source: Job Outlook

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Learning is Ongoing

• Where do you learn?

• How do you learn?

• What about informal learning?

• What is lifelong learning?

http://www.youtube.com/watch?v=a7m4e1DhiOw&lr=1

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Learning is Ongoing

Source: VCAA

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Senior Secondary School Pathways:

Learning is Ongoing• Vocational Education and Training in Schools (VETiS)

– Expand opportunities and pathways in senior secondary– Vocational focus– Contributes towards completion of VCE/VCAL– Can combine with a School-Based Apprenticeship or

Traineeship

http://www.vcaa.vic.edu.au/Pages/vet/index.aspx

Source: VCAA

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Learning is Ongoing• School-based Apprenticeships and Traineeships

– Vocational training that contributes towards a senior secondary qualification

– Involves work, vocational training and school studies

http://www.vcaa.vic.edu.au/Pages/vet/programs/sbat.aspx

Source: VCAA

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Learning is Ongoing

Qualification Duration ProviderCertificates I-IV 0.5 – 4 years FT Schools, TAFE institutes, RTOs, other registered

higher education providers and universities

Diploma / Advanced Diploma 1 – 2 years FT TAFE institutes, RTOs, other registered higher education training providers and universities

Associate Degree 2 years FT Universities mostly, but also by some other registered higher education providers, TAFE institutes and RTOs

Bachelor Degree 3 – 5 years FT Universities mostly, but also by some other registered higher education providers, some TAFE institutes and RTOs

Graduate Certificate / Graduate Diploma 0.5 – 2 years FT Universities mostly, but also by some other registered higher education providers

Vocational Graduate Certificate / Vocational Graduate Diploma

0.5 – 2 years FT TAFE institutes, RTOs and private providers

Masters Degree / Doctoral Degree 1 – 4 years FT Universities

Source: Job Guide

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Learning is Ongoing

Source: Department of Education

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http://education.gov.au/career-bullseye-postershttp://www.myfuture.edu.au/Assist%20Others/Activities/Bullseye%20posters.aspx

Learning is Ongoing• Courses and institutions• Further education and training entrance requirements

– VTAC entry– Prerequisite studies (e.g. Units 3-4 English studies)– Admission tests (e.g. STAT, ALSET, UMAT,VETASSESS)– Interviews, folios, auditions, aptitude and other special

purpose tests, personal statements and questionnaires.• Scholarships• Special consideration• Important dates

Source: VTAC

www.vtac.edu.au

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Focus on the Journey

Skills and industries

Source: “Hope-Filled Engagement”Poehnell & Amundson

Focus on the Journey• Don’t focus on one destination only

• Know what you want, but don’t be too sure

• Be open to changing your mind

• Recognise that your career journey will be throughout your lifetime

• Appreciate and value each experience along the way

http://www.youtube.com/watch?v=dupKoaFgqGY&lr=1

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Follow your Heart

Poll:

Is it okay to tell your kids they can do and be anything?

http://www.youtube.com/watch?v=ezJWSss-u3Q&lr=1

www.youtube.com/watch?feature=player_embedded&v=_pBygRpGSmo

Source: Network 10

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Follow your Heart

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Ring 1:What are three things you like to do

Ring 2: How long is it since you did each thing

Ring 3: Does it cost ($) or is it free(F)

Ring 4: Is it planned (P) or spontaneous (S)

Ring 5: Do you do it alone (A) or with someone else (SE)

Ring 6: Does it involve your mind (M), body (B), spirit (S) or emotions (E) or a combination

Adapted from “Guiding Circles”, McCormick, Amundson & Poehnell

Access your Allies

Adapted from “Lasting Gifts”Canadian Career Development Foundation

http://www.youtube.com/watch?v=GeFQjVP-Vxc&lr=1

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How do you identify where young people are most engaged in life?

By noticing: • what they enjoy doing• what can’t they stop doing• what they are complimented on• where they are engaged • what motivates them• their favourite things

What drives them?

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Broaden ideas for work and career paths

Encourage:• open-mindedness• and discuss their passions and where they could

lead• learning, we are always learning• the possibilities and be positive• flexibility• exploring (research information)

• www.youtube.com/watch?v=m9KawhtfORI

Source: “School A to Z”NSW GovernmentEducation & Communities

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Where is the young person at in their career journey?

Don’t knowDoes know, but I don’t think it is possible!

Does know, but needs considerable pathways planning

Won’t commit

Won’t engage or talk

Is…………..

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Being a Good Listener

• Give your full attention– Stop what you are doing

• Don’t interrupt– Let your teenager speak

• Stay as calm as you can– If you’re caught off-guard by what they are saying,

breath deeply• Listen for emotions

– Hear what they are saying beneath the words• Give it time

– Don’t rush in with your response

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Helping to Set Goals and Plans

Career Action Plans:

• use the three stages of career development:– self-development;– career exploration; and– career management

• help young people to:– set their goals;– clarify the actions needed to

achieve these goals; and– commit to participating in the

planned activities

SAMPLE

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myfuture

The Facts• Careers• Work and Employment• Education and Training• Funding• Contacts• Skills

My Guide• Build your career profile• Explore career ideas• Consider career options• Develop your career plan

www.myfuture.edu.au

myQuiz• 5 activities

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myfuture Mini Career Explorer

Source: myfuture

http://myfuture.edu.au/MiniCareerExplorer/index.html

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Other Important Information

Source: VTAC

Special Entrance Access Scheme (SEAS) Categories:

1. Personal information and location

2. Non-English speaking background

3. Difficult circumstances

4. Disadvantaged financial background

5. Disability of medical condition

6. SALT, REEP and PPP

http://www.vtac.edu.au/who/seas.html

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Key Workshop Messages

• The crucial role of parents and others play in the career development of young people

• That career development is a lifelong journey

• The value of career conversations

• Engage young people where they are at in life

• Information and resources are available

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Next Steps

Discuss change• Discuss the changes that

are happening in the community and in their world.

• What opportunities does change present?

Talk to your teenager• Help them find out who

they are, what drives them, what interests them.

• Help them to explore their “preferred future” and how they may work towards it.

• Help them articulate how they want to contribute to their world.

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Next Steps

Network• Use your networks to give your child opportunities to

experience and explore different things.

Use labour market information• Be aware of the shifting labour market and be predictive

about what that may mean for future opportunities.

Be an ally• Support your teenager on their journey and remind

them, and yourself, that is it okay to be uncertain.

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Published by Higher Education and Skills GroupDepartment of Education and Early Childhood DevelopmentEast MelbourneJanuary 2014

© State of Victoria (Department of Education and Early Childhood Development) 2014

The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.

An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate materials, other than third party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002.

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