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
2
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
CICA
Face-to-face
On Track
Lost Talent
Raise parents’
awareness of education
and training
opportunities.
It raises the value
attributed to those
opportunities by
parents.
Parents are the
preferred source of
career information,
advice and guidance for
teenagers.
Better careers advice
would have encouraged
early school leavers to
stay at school.
It is important for young
people to have a
specific occupational
career plan and receive
comprehensive career
development services.
Miles Morgan (2012,
March)
5
State of Victoria (2008)
Hibbert, T (2010,
September)
Foundation for Young
Australians (2010)
The Changing World-of-Work
• Could you expect to stay in
the one job?
What will work be like for
young people in Australia
today?
Minimum of 7 careers in a
lifetime
• Were you able to choose the
job you did?
Follow your heart
• Were you able to change
jobs easily?
Focus on the journey
• Were you able to ask for help
and advice?
Use your networks
What was work like for you
growing up?
• Did you have to study, and
keep learning?
6
Lifelong learning
Concerns About the Future
What concerns does your
teenager have about their
future?
What concerns do you have
about your teenager’s
future?
www.youtube.com/watch?v=u2ZPjBRUrCA&lr=1
Source: National Career Development Week
7
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?
Source: “Lasting Gifts”
Canadian Career Development
Foundation
8
Attributes that young people need…
Persistence
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
Resilience
The best way to predict
the future is to create it.
Enterprise
Drive
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Abraham Lincoln
Desire! That’s the secret of
every man’s career. Not
education. Not being born with
talents. Desire. Bobby Unser
Preferred Future
Source: “Lasting Gifts”
Canadian Career Development
Foundation
10
What is a Career?
A career is the paid and unpaid roles across the
lifespan; life roles, leisure, learning, work
11
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
12
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
13
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
* Developed in 1995 by Canadian
career development leaders
http://www.youtube.com/watch?v=sNHcXl4IbZQ&lr=1
Source: Career Industry Council of Australia
14
Change is Constant
Did You Know…?
http://www.splicd.com/cL9Wu2kWwSY/36/74
www.youtube.com/watch?v=YmwwrGV_aiE
Source: Karl Fisch
15
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
16
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
17
Learning is Ongoing
Senior Secondary
School Pathways:
Source: VCAA
18
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
19
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
20
Learning is Ongoing
Qualification
Duration Provider
Certificates 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
21
Learning is Ongoing
http://education.gov.au/career-bullseye-posters
http://www.myfuture.edu.au/Assist%20Others/Activities/Bullseye%20posters.aspx
Source: Department of Education
22
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
www.vtac.edu.au
Source: VTAC
23
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
25
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
26
Follow your Heart
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
27
Access your Allies
http://www.youtube.com/watch?v=GeFQjVP-Vxc&lr=1
Adapted from “Lasting Gifts”
Canadian Career Development Foundation
28
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 Government
Education & Communities
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Where is the young person at in their career
journey?
Won’t commit
Don’t know
Does know, but
needs considerable
pathways planning
Does know, but I
don’t think it is
possible!
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
33
myfuture
My Guide
• Build your career profile
• Explore career ideas
• Consider career options
• Develop your career plan
myQuiz
• 5 activities
The Facts
• Careers
• Work and Employment
• Education and Training
• Funding
• Contacts
• Skills
www.myfuture.edu.au
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myfuture Mini Career Explorer
http://myfuture.edu.au/MiniCareerExplorer/index.html
Source: myfuture
35
Other Important Information
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
Source: VTAC
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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
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.
38
Discuss change
• Discuss the changes that
are happening in the
community and in their
world.
• What opportunities does
change present?
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 Group
Department of Education and Early Childhood Development
East Melbourne
January 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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