Career management skills - CMS EPR Annual Conference Valencia 27/5-2015

Transcription

1 Career management skills - CMS EPR Annual Conference Valencia 27/ Vocational Psychologist Arne Svendsrud: The Association of Vocational Rehabilitation, Norway arne.svendsrud@nhoservice.no

2 The Association of Vocational Rehabilitation Enterprises - AVRE 110 enterprises spread across Norway The AVRE provide services to more than ? disadvantaged people in 2014 Work closely with the Labor Market authorities

3 Career Guidance: -Well integrated in the Norwegian VR field since Mark L. Savickas 2011: Work Roles are important mecanisms for social integration in a society. The goal of Career guidance is Adaption to change. Change in the outer world and in personal life. while staying in workroles and educational roles throughout life 3

4 Small and Wide perspective on Career Guidance Small perspective: structuring a career choice process to make good and realistic choices of education and work. Wider perspective: working with a broader set of skills for getting, keeping and staying in jobs, manage change and transitions in life.

5 Challenges in VR field in Norway: Increased focus on results ordinary jobs - from the politicians and the labour market authorities (NAV) Critic from researchers on prevocational training support for Supported Employment and related methods. VR field is not good enough to argument substancially for the use of Prevocational training The VR field needs to legitimize its activities not only with political argumentation - but with much stronger academic argumentation Academic argumentation must be professional - Today, much of it based on " burocratic language Or it is fragmented - based on blends of theories in guidance that happen to be popular at the time.currently We need to be able to argue better and more comprehensive for the content of what we do.

6 Can Career management skills CMS help us out? A range of competences which provide structured ways for individuals (and groups) to gather, analyse, synthesise and organise self, educational and occupational information, as well as the skills to make and implement decisions and transitions (ELGPN/Ronald Sultana, 2010) 6

7 The VR field as a learning area for Career Competences? Can the VR field be defined as a important and neccesary learning area for the training of career competences? Vocational Rehabilitation Enterprises is one of the most important learning arenas in society for adults who need to learn career management skills and its integrated into ordinary work by extensive use of SE and related methods. 7

8 Evalutation of usefulness of CMS in the VR field in Norway 1 day workshop in participants Will CMS be useful in your daily work? Yes 96% Will CMS be important for the VR field in the future? Yes 100%

9 CMS Project in AVRE: Duration from Enterprises Trying out and explore the usefullness of the cms framwork in VR context in deept

10 The 7 Projects Avigo : Using Work Interest Explorer as a tool to achieve skills in exploring career information to assess relevant job opportunities, find work opportunities etc. Durapart : Using Work Interest Explorer for training in career choice processes se how CMS can be used as a framework for the VR field. Karea : Evaluating own course and guidance practice against the 11 competences Ifokus : Work on methodology to Interact positively and effectively with others on the basis of the goals : get and keep a job Menova : Working with the competence : build and maintain a positive self discover that growth and change are a part of life Stavne : Implement CMS perspective on internal work arenas: - " From the seam, shoemaker to arena for learning career competences the Career Workshop " ) Sens : working with networks.

11 CMS Project Report Release date1/ The first example in Norway of a extensive evaluation of CMS in a Norwegian Context. Structure: 1.Introduction CMS - What is CMS The usefullness of CMS for the Norwegian VR field 3. proposals for a possible future Norwegian version of CMS framework 4. Chapters for each of the project form the enterprises 11

12 CMS Frameworks CMS Framework is a Quality Framework that defines the content of modern career as a set of skills attitudes and knowledge needed to handle selection and development in their career. Developed for the broad area of Career guidance from Schools to Vocational Rehabilitation Enterprises The competences are based on the development in broad academic environments and comprehensive development processes The competences are mainly based on career guidance as a professional, academic and practical field - but also on some political priorities The framework are used by policy makers and providers of career services in a country to build up career guidance services of high professional quality.

13 History: Dots Law&Watts, England, 1977 A framework for working with students to manage the transition from a student role to a work role Decision learning Opportunity awareness, Transition learning Self awareness,

14 CMS Frameworks: 1989 USA: The National Career Development guidelines (NCDG) 1998 Canada: Blueprint for life / work designs Australia: Australian blueprint for career development Skottland: Career Management skills framework for Scotland

15 Australian Blueprint

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17 AREA A: PERSONAL MANAGEMENT 1. Build and maintain a positive selfconcept 2. Interact positively and effectively with others 3. Change and grow throughout life

18 AREA B: LEARNING AND WORK EXPLORATION 4. Participate in lifelong learning supportive of career goals 5. Locate and effectively use career information 6. Understand the relationship between work, society and the economy

19 AREA C: CAREER BUILDING 7. Secure/create and maintain work 8. Make career-enhancing decisions 9. Maintain balanced life and work roles 10. Understand the changing nature of life and work roles 11. Understand, engage in and manage the career-building process

20 Competency A1 :Build and maintain a positive selfconcept Knowing who we are (in terms of interests, skills, personal qualities, etc) Being aware of our behaviours and attitudes Understanding what influences our behaviours and attitudes Adopting behaviours that reflect a positive attitude about ourselves Understanding how our self-concept has an impact on achieving our personal, social, educational and professional goals and decisions Understanding the importance of and being able to give and receive feedback

21 Competency A2: Interact positively and effectively with others Understanding and demonstrating interpersonal and group communication skills that enable us to help or collaborate with others Knowing how to deal with peer pressure, and understanding how our behaviours and those of others are interrelated Respecting diversity Being honest with others Understanding the importance of positive relationships in our personal and professional lives Being able to express personal feelings, reactions and ideas in an appropriate manner Knowing how to solve interpersonal problems

22 Competency A3: Change and grow throughout life Understanding that our motivations and aspirations change, and that we all go through physical and psychological changes Being aware of how change and growth might impact upon our mental and physical health Demonstrating good health habits Knowing how to manage stress Being able to express our feelings Being able to ask for help Being aware of how mental and physical health impact life, learning and work decisions Being aware of how changes related to work can impact on our lives and may require commensurate life changes Knowing how to adapt to changes in all areas of our lives

23 Competency B4: Participate in lifelong learning supportive of career goals Understanding how skills can be transferable Knowing what influences life and work successes Understanding how to improve our strengths, skills and knowledge Knowing about learning opportunities Understanding the relationship between educational levels and the learning or work options that are open to us Demonstrating behaviours and attitudes that contribute to achieving our personal and professional goals Having personal and professional learning plans Undertaking continuous learning activities

24 Competency B5: Locate and effectively use career information Knowing where and how to access reliable career information Knowing how to use various sources of career information Knowing how to use school and community settings and resources to learn about work roles and alternatives Knowing how to interpret and use labour market information Knowing what working conditions we want for ourselves Understanding the realities and requirements of various education, training and work settings

25 Competency B6: Understand the relationship between work, society and the economy Understanding how work can satisfy our needs Understanding how work contributes to our community and society in general Understanding how society s needs and functions affect the supply of goods and services Understanding how economic and social trends affect our work and learning opportunities Understanding the effect of work on people s lifestyles Determining the value/importance of work for ourselves Understanding how organisations operate Understanding the nature of the global economy and its impact on individuals and society

26 Competency C7: Secure/create and maintain work Understanding the importance of personal qualities in creating/getting/keeping work Demonstrating creative ways of performing work activities Articulating one s skills to others Understanding that skills and experiences are transferable to various work settings Being able to work/collaborate with people who are different from ourselves Developing work search tools and skills Knowing how to locate, interpret and use labour market information Demonstrating employability skills Knowing about services or initiatives that support people s transition from high school to work or further education and training Understanding the value of volunteer work from a work search perspective

27 Competency C8: Make career-enhancing decisions Understanding how choices are made Understanding how our personal beliefs and attitudes affect our decisions Being aware of what might interfere with attaining our goals and developing strategies to overcome these Knowing how to apply problem-solving strategies Being able to explore alternatives in decision-making situations Understanding that our career path reflects a series of choices Demonstrating the skills, knowledge and attitudes required to assess work and learning opportunities Being able to develop a range of creative scenarios supportive of our preferred future Being able to evaluate the impact of our decisions on ourselves and others

28 Competency C9: Maintain balanced life and work roles Being aware of the various roles we may have Being aware of the responsibilities linked to each of our roles Understanding how these different roles require varying amounts of energy, participation, motivation, and so on Understanding how our various life and work roles impact upon our preferred future or lifestyle Determining the value of work, family and leisure activities for ourselves Being able to determine the kind of work, family and leisure activities we feel might contribute to a balanced life

29 Competency C10: Understand the changing nature of life and work roles Understanding the changing life roles of men and women in work and family settings Understanding how contributions, both inside and outside the home, are important to family and society Exploring non-traditional life and work scenarios and examining the possibility of considering such scenarios for ourselves Being aware of stereotypes, biases and discriminatory behaviours that limit women and men in certain work roles Demonstrating attitudes, behaviours and skills that help to eliminate gender bias and stereotyping

30 Competency C11: Understand, engage in and manage the career-building process Being able to define our preferred future and revisit it on a constant basis Being able to build career scenarios in step with our preferred future Understanding the importance of setting goals Being able to set career goals reflective of our preferred future Being able to develop career plans in step with our preferred future and to pursue them Being able to create and maintain a career portfolio Understanding how risk taking and positive attitudes are important to our career-building process Knowing how to plan for and apply coping strategies or new career scenarios during transitional periods (eg, starting a family, retirement, or losing a job)

31 Reflect on the following Questions: 1. What is your interpretation of the performance indicator is it clear and easy to understand? 2. What do you think about the relevance of the performance indicator for your own practice? 3. Discuss examples of your own practice that you think adressing that performance indicator. feel free to make notes!! do not attempt to cover all the 11 competencies get a overview and select some.

32 Plenary discussion: What do you think of the usefullness of the CMS framework for the VR field? Can the general CMS framework be used in our specific VR context? is something missing?