Career Development in the Age of Aquarius:

Are you Ready?

CES Conference, Richmond BC November 21 2016

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What’s in a Title?

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Is the session about this?

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or this?

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It’s neither…and both

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• Challenging Established Norms

• Personal Freedoms

• Peace and Hope

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• Age of Freedom

• Age of Technology

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"Age of Aquarius" is an astrological term denoting either the current or forthcoming astrological age, depending on the method of calculation. Astrologers maintain that an astrological age is a product of the earth's slow precessional rotation and lasts for 2,160 years, on average (26,000-year period of precession / 12 zodiac signs = 2,160 years).

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Data Economy

Digital Age

Knowledge Economy

Age of Big Data

Age of Global Trade

Age of Space Colonization

Age of Longevity

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But our young kids are reading about: • Dystopian societies

• War and dislocation

• Transmigration in the world

• Ecological damage

• Lack of opportunities

Where is the hope?

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Hope-Centered Career Development for University/College Students

“…hope seems to play an important role in vocational identity development and, to a lesser degree,

academic performance among college/university students both in Canada...

When hope is absent, students may be less likely to engage in diverse school activities; students with a

lack of hope also may be less likely to have crystallized vocational identities and to achieve high GPAs.

…it is crucial for career practitioners and educators to promote hope in students. Career and school

counsellors need to assess and address students' hope as an integral part of career counselling and

education. It is necessary to find strategies and resources in order to enhance hope in students.

By fostering hope in students, they can help students engage in valuable school activities, which in turn,

help students develop a sense of vocational identity and achieve successful academic performance.”

(pages 13 – 14)

Source: http://ceric.ca/project/hope-centered-career-development-for-universitycollege-students/

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Hope-Centered Career Development for University/College Students

Categories of Helping Factors

1. Support

2. Future Goals

3. Role Models

4. Attitude

5. Passion

6. Possibilities and Opportunities

7. Self-efficacy

8. Social/Professional Contribution

9. School

10. Spirituality

11. Refocusing Activities

12. Recognition and Achievement

13. Supporting Significant Others

14. Family Expectations

Categories of Hindering Factors

1. Negative or Unsupportive People

2. Negative Emotions & Cognitions

3. Situations Outside of One’s Control

4. Economic and Financial Challenges

5. School

6. Health (mental and physical)

7. Cultural Conflicts

8. Workload

9. Failing

10. Multiple Roles

11. Relationship Breakups

Source: http://ceric.ca/project/hope-centered-career-development-for-universitycollege-students/

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FREE CERIC RESOURCES

Hope-Centred Career Development Webinar

Presenters: Dr Norman Amundson, Dr Spencer Niles, Barbara Smith and Hyoyeon In

https://vimeo.com/68334190

Hope-Centred Career Interventions Webinar

Presenter: Dr Norman Amundson

http://ceric.ca/events/webinar-hope-centred-career-interventions/

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The Career is Dead.

Long Live the Career!

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We often ask:

So what do you want to be when you grow up?

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Should we reframe this?

How do you want to live when you grow up?

OR

Who do you want to be in the world?

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Sign of the Times…

The Internet of Everything

and

The UBERization of Everything

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Sign of the Times…

Disruptive Technologies

and

Disruptive concept of work and career

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Sign of the Times…

Protean Careerists

and

Boundryless Careers

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Look for Opportunities

Teach others to look for opportunities

Learn from others on how to look for opportunities

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FREE CERIC RESOURCES

• Published 3 times per year

• By career professionals and for career

professionals

• Widely circulated and available online

• Next Issue: Cultural Perspectives on

Career and Work: Understanding International

Students and New Canadians

• Summer 2017 Collaborative Issue with NCDA on the Changing Nature of Careers

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FREE CERIC RESOURCES

Popular content curation initiative

Weekly roundup of news & views

French version as well

Free to subscribe

Go to: http://contactpoint.ca/careerwise/

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FREE CERIC RESOURCES

• Navigating

• Exploring

• Drifting

• Settling

• Committing

http://ceric.ca/resource/career-crafting-the-decade-after-high-school-professionals-guide-2015

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Career Crafting the Decade After High School: Professional’s Guide

The Career Myth

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Career Crafting the Decade After High School: Professional’s Guide

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FREE CERIC RESOURCES

Career Crafting the Decade After High School: Professional’s Guide Webinar

Presenter: Cathy Campbell

http://ceric.ca/events/career-crafting-the-decade-after-high-school-professionals-guide-november-4-2015-with-cathy-campbell/

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National Survey: Accessing Career and Employment Counselling Services

• The online survey of 1,500 Canadians was conducted by Navigator Ltd. in November 2014

http://ceric.ca/national-survey-accessing-career-and-employment-counselling-services/

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National Survey: Accessing Career and Employment Counselling Services

http://ceric.ca/national-survey-accessing-career-and-employment-counselling-services/

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National Survey: Accessing Career and Employment Counselling Services

http://ceric.ca/national-survey-accessing-career-and-employment-counselling-services/

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National Survey: Accessing Career and Employment Counselling Services

http://ceric.ca/national-survey-accessing-career-and-employment-counselling-services/

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FREE CERIC RESOURCES

• Career Development in the Canadian Workplace: National Business Survey

• Environics Research Group surveyed 500 employers

• Business view of youth unemployment, skills shortages and recruiting/ training practices

http://ceric.ca/surveys/

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If we can’t clearly see the careers horizon, what can we do?

• Create experiential opportunities

• Build career competencies

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Work Integrated Learning

- Co-ops

- Clinical placements

- Internships

Also:

- Apprenticeships

- Applied Research Projects

- Field Experience

- Service Learning

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Work Integrated Learning (ON)

• More than two-thirds (68%) of the Ontario college students who participated in this study and almost half of university students (48%) were graduating with some form of WIL experience.

• About one-quarter of both college and university WIL students reported participating in more than one type of WIL.

• Close to half of non-WIL students said they would select a WIL option if they could do their PSE over again.

• Parental education also had an impact on WIL participation, with first-generation students found to be less likely to participate in WIL at both colleges and universities than students whose parents had attended postsecondary education.

Source: http://www.heqco.ca/SiteCollectionDocuments/WIL_Experience_ON_Graduates_ENG.pdf

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Work Integrated Learning (ON)

• clarify career interests

• influence career goals

• apply classroom theories to the work environment

• increase confidence about career prospects

• increase personal maturity

Source: http://www.heqco.ca/SiteCollectionDocuments/WIL_Experience_ON_Graduates_ENG.pdf

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Specialist High Skills Major (SHSM)

• encourages students to focus their secondary school education toward a career area of their choice

• builds a foundation of sector-focused knowledge and skills before graduating and entering apprenticeship training, college, university, or a position in the workplace

• develops skills in the areas of problem solving, analysis, communication, cooperation, ethical values, consciousness, and citizenship (non profit sector)

• Students: • complete a specific bundle of 8-10 courses in the student's selected field • earn valuable industry certifications including first aid and CPR qualifications• gain important skills on the job through cooperative education placements

• 19 sectors from food processing to aviation/aerospace to non profit

Source: http://www.edu.gov.on.ca/morestudentsuccess/SHSM.html

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Career Integrated Learning

This five year project at Memorial University was created as a result of:• Experience in career development work in post-secondary.• Recognition that students needed more opportunity to reflect on their post-

secondary experiences.• Discussion with colleagues in the university regarding student engagement.• Doctoral research that discussed student persistence and career development.

To encourage development of competencies, career integrated learning is:• Learner focused• Learning embedded in experience• Focused on the skills required to navigate life - leisure and work

Source: https://www.mi.mun.ca/departments/officeofthevpacademicstudentaffairs/careerintegratedlearningproject

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Career Integrated Learning

“Career integrated learning is focused on intentional career development in the classroom by articulating and reflecting on the meta-competencies or career competencies that are practiced in every course.

While students are learning subject content (knowledge) they practice career competencies and develop their skills, abilities and talents – and with a little reflection will be able to articulate those as they enter graduate schools or navigate the world of work.”

Rhonda Joy, CIL Project at Memorial University

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Career Integrated Learning

The MUN Teaching and Learning Framework states that MUN graduates should:

• Be knowledgeable and competent in their field

• Be critical and practical thinkers

• Be responsible citizens

• Demonstrate ethical, moral and intellectual integrity

• Appreciate diversity and promote equity

• Be creative and responsive problem solvers

• Have enthusiasm for learning

• Be supportive collaborators with particular regard to diversity of interests

• Communicate effectively with others

• Be passionate and industrious individuals

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Towards A Competency Based Approach

Source: Know > Do > Understand: Development of Competencies in Canada’s School Children, Canada West Foundation, 2016

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FREE CERIC RESOURCES

Guiding Principles of Career Development

• With a goal of bringing greater clarity and consistency to our national conversations about career development, CERIC has developed a set of “Guiding Principles of Career Development.” Career professionals are encouraged to use and share this document widely.

• These Guiding Principles reflect multiple voices at CERIC and are intended as a starting point to inform discussions with clients, employers, funders, policy-makers and families. The Guiding Principles include an exploration of the word “career” and outline the many benefits of career development.

Download at: http://ceric.ca/guiding-principles-of-career-development/

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THOUGHTS?

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FREE CERIC RESOURCES

Career Development Practice in Canada: Perspectives, Principles, and Professionalism

• Download Chapter 14: Elementary to High School

http://ceric.ca/career-development-practice-in-canada-perspectives-

principles-and-professionalism/

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K – 12 RELATED CERIC FUNDED PROJECTS IN PROGRESS

• Culturally Responsive Career Development to Meet the Needs of Newcomer and Refugee Children in Canada (Univ. Of Winnipeg)

• Understanding Young Children’s Career Development as a Developmental/Relational Process: Engaging Parents, Schools and Community (Memorial University)

• Investigating Students’ Knowledge of the Computing Sub-Disciplines: Recommendations for Career Counsellors and Curriculum Developers (Mount Royal Univ.)

• Creating a Lifelong Career Development Model (Career Trek)

Details for each at: http://ceric.ca/projects/

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www.cannexus.ca

• National Career Development Conference

• Ottawa-January 23-25, 2017• Leading keynotes• Exhibitor Showcase• 130+ education sessions with

cutting-edge thinking:• Working with students, newcomers,

Indigenous peoples• Employee recruitment & development• Mentorship, Leadership• Multi-generational workplaces• Labour market supply and demand• Uberfication of careers

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Contact Us

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Foundation House

2 St Clair Avenue East, Suite 300 Toronto, Ontario M4T 2T5

T: 416. 929. 2510

E: admin@ceric.ca

W: ceric.ca

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