NICE HANDBOOK â Academic training of Career ... - Nice-network.eu

More documents

Recommendations

Info

5. As social systems developers and interveners, CGC practitioners change organizationsand communities. As change agents, they should be able to facilitate such conditionsunder which people can identify and develop their sustainable talents. They removeobstacles on the labour market and within organizations so serendipity can happen.Changes are directed to more opportunities, new experiences, more chance to meet adiversity of people and ideas.6. CGC Professionals. The serendipic professional:◆◆Has faith that clients will come with new solutions, new associations;◆◆Is very patient and calm: s/he creates space for every client or group;◆◆Is able to give structure with a feel for unexpected and accidental occurrences;◆◆Is perspicacious and alert, with the focus on observing;◆◆Has a good feel of the ‘wholeness’ of an individual, group or organization;◆◆Has a good feel for the ‘flow’ of our society;◆◆◆◆◆◆◆◆Has a good feel for hidden sustainable talents of individuals and groups and theorganisations’ hidden sustainable strengths;Has insight in talent development and serendipity;Is able to let serendipity do ‘the work’, not pushing and diagnosing;Stimulates ‘group wisdom’, amplifies the solution power of a group/organisation.Impact on the Content of CGC Training ProgrammesSerendipity will have an important impact on the content of our training programmes. FirstCGC practitioners need knowledge of theories and research on the concept of serendipity.Not only research in the domain of career guidance and counselling, but also from severalother perspectives: in scientific discoveries, history, on the internet, in art, in travelling, music,sports, social relations and so on. Second, and of similar importance, is knowledge of brain researchand possibilities to integrate this knowledge in the training and coaching practice itself.In particular, knowledge of smart unconsciousness is relevant. In addition CGC practitionersalso need knowledge of chaos theory, exploratory behaviour and sustainable talents.The CGC practitioners need to learn the skills, attitudes and sensitivities of the serendipic professional(see above). First of all they have to discover and trust serendipity in their own career.They need a learning environment that trains them to deal with capriciousness, uncertainty,unexpected events and fear. Then they have to learn to make their clients aware of serendipityin their life and how they get the “unsearched find”. Finally orientation, calibration, adaptation,allowance of sufficient space, and change are the core concepts for training the CGC practitionersin the specific professional roles.ReferencesAken, Teun van and Wouter Reynaert (2006). The SerendipityGame. Explore your latent talents for work and income,Tilburg, Fontys University HRM and Psychology.NICE HandbookExample of Innovative PracticeReynaert en Van Aken (2006) designed the “SerendipityGame” to makethe serendipity model of career work in practice. They demonstrated and playedthe game at several conferences and studied the effects of the game with differentexperimental groups. As the name of the game implies, it is all about the unsearchedfind for discovery. The included cards are designed to help clients find and apply theirhidden sustainable talents. These might be talents they need unexpectedly when solvinga problem during one of their challenges. There are six variants of the game. The gameis focused on an actual ‘emotive’ and triggers the different aspects or dimensions ofthe exploratory drive. The success of the game depends on the professionalism ofthe game leader. The game leader needs competences and talents that arecritical for creating serendipity for the participants.Dijksterhuis, A. (2004). Think different: The merits of unconscious thought in preference development and decisionmaking. Journal of Personality and Social Psychology, 87, 586-598.Krumboltz, J.D., & Levin, A.S. (2002). Planned Happenstance: Making the most of chance events in your life and yourcareer. Atascadero, CA: Impact.McMahon, M., & Watson, M. (2007).An analytical framework for career research in the post-modern era. InternationalJournal for Educational and Vocational Guidance, 7(3), 169-179.Pryor, Robert and Jim Bright (2011). The chaos theory of careers. A new perspective on working in the twenty-firstcentury. London and New York, Routledge.Reynaert, Wouter (red.) (2006). Studieloopbaanbegeleiding en Assessment. Spelen met grondhoudingen. Groningen/Houten, Wolters Noordhoff.Trends and Developments164 165
8.6. The Role of Prevention ProgrammesLea Ferrari, Laura Nota, Salvatore Soresi and Teresa Maria Sgaramellaworking age report having a long-standing health problem or disability. This condition is associatedwith age, lower educational attainment, being widowed or divorced and excluded fromthe labour market. About 78% of people with severe disability are inactive compared to 27%of peers without disability.NICE HandbookAn increasing number of scholars agree that career guidance and counselling needs to expandits interests, theories, assessment tools and practice guidelines to the people that for manyreasons have limited opportunities for self-expression at work and are at risk of experiencingan unsatisfactory career development and low quality of life (Blustein, 2011). The economicconditions we are experiencing, together with the new challenges characterizing our society,suggest that it is time all CGC researchers and professionals to “roll up their sleeves and dotheir part”. Prevention should be considered as being deeply engrained in the philosophy behindthe NICE Core Competences (NCC) and the NICE Professionals Roles. Especially duringactivities focused on Career Education, Career Information & Assessment, Career Counselling,and Social Systems Interventions & Development practitioners can include the seed of prevention.Prevention programmes are essential to better prepare all citizens for the actual demandsof the 21st century workforce and can be viewed from a lifelong learning perspective.Programmes that help people to understand the connection between what they are and whatis expected in the new work of world, and which promote career management skills, are essentialto promote lifelong learning, a productive learning environment, and future successfultransitions (Schultheiss, 2005).Groups in Need of Preventive ProgrammesWho are the people with significant career and life design needs that challenge the CGC practitioners?Among at risk groups that can benefit from CGC preventive interventions we can list:◆◆Young adultsA recent report of the ILO (International Labour Office, 2011) in collaboration with the OECDdepicts a very critical situation. In G20 countries, due to the global economic crisis, from 2000to 2010, the youth employment rate declined dramatically, in some countries between 10-15%(Spain and UK). Compared to adults, the unemployment rate of youth is higher, and in somecountries (Italy) it is two to three times more likely. Young adults are also more likely to befound in temporary jobs and positions that offer limited labour market stability, social protectionand opportunities for training and career progression. Moreover there is about 10-30%of inactive youth that are at risk of unemployment, social and economic exclusion. They areknown as youth neither in employment nor in education and training (NEET).◆◆Disabled peopleThe European Commission’s report Employment in Europe 2005: Recent trends and prospectshighlights that illness or disability are the second most important reasons for inactivity amongworking age people (25-64 years) after retirement. About 44.6 million (15.7%) of people of◆◆ImmigrantsFrom the new millennium about three million long-term immigrants enter OECD countries legallyevery year and almost two million do so temporarily (OECD 2011). Migrants escape theircountries’ economic, social and political problems hoping for a better life. Many immigrantsare not given the right to seek an employment, even if they reside in a country legally. Atypicalemployment among immigrants is high and this makes them vulnerable to discrimination andpoverty: below average wages, no social rights, exploitation, etc. The unemployment rates dueto the economic crisis have impacted the foreign workers more strongly than the natives in allOECD countries (OECD 2011).◆◆AdolescentsThe increasingly complex career world and the uncertainty characterizing today’s labour market,are all factors which make young people’s school and career choices very difficult. Loweand Krahn (2000) argue that the ‘negative’ feelings on the few opportunities which the worldof work reserves for adolescents may become an obstacle to their professional development,restricting their future expectations and negatively impacting their career adaptability. Careeradaptability is defined as the propensity to suitably deal with developmental tasks to getready to and participate in a working role as well as adapt to the unexpected requests due tochanges in the world of work and in working conditions (Savickas & Porfeli, 2012). Researchshow adolescents with higher career adaptability perceive lower barriers; have a wider rangeof interests and a higher quality of life. Moreover in the last two decades the spending powerand commercial involvement of children and young people have increased while social trustand religious commitment have declined in most Western countries. Values more focused onsocial equity, cooperation, environment, self-determination need to be re-discovery and fosteredin order to give career and life new meanings and to increase the perceived quality of life(Soresi, Nota & Ferrari, 2012).Types of Prevention ProgrammesWhat types of preventive intervention programmes can CGC professionals devise? Preparingpeople and fostering the skills to design their lives, especially at risk groups, in order to bettercope with the challenges of the world of work, ensuring individuals can actually enjoy equalopportunities and social equity, and reducing social disadvantages and early discriminationexperiences, is increasingly becoming a priority in the field of career guidance and counselling(Soresi, 2011).Trends and Developments166 167
Page 2:
NICE Handbookfor theAcademic Traini
Page 5 and 6:
EditorialDear Readers,This handbook
Page 7 and 8:
Whether you read the handbook from
Page 9 and 10:
NICE HandbookChapter 7 looks at var
Page 11 and 12:
NICE Handbook◆◆◆◆A growing
Page 13 and 14:
NICE Handbook2.2. Core Arguments in
Page 15 and 16:
NICE HandbookEuropean Commission (2
Page 17 and 18:
NICE Handbook3.2. Tuning Methodolog
Page 19 and 20:
NICE Handbook3.4. Deriving Core Com
Page 21 and 22:
and cognitive resources is based in
Page 23 and 24:
One of the fundamental questions th
Page 25 and 26:
Career Information & Assessment Exp
Page 27 and 28:
NICE HandbookBridging the Gap betwe
Page 29 and 30:
NICE Core Competences (NCC):Career
Page 31 and 32:
Social Systems Interveners & Develo
Page 33 and 34: In this part of the NICE Handbook,
Page 35 and 36: C1 - Career Education◆◆Affectiv
Page 37 and 38: NICE HandbookC3 - Career Counsellin
Page 39 and 40: NICE HandbookC5 -Social Systems Int
Page 41 and 42: ◆◆Behavioural Resources (Skills
Page 43 and 44: 6Existing DegreeProgrammes in Europ
Page 45 and 46: Table 1: Participating Universities
Page 47 and 48: Diagram 3: How many years of job ex
Page 49 and 50: NetworkingOverview of the resultsTh
Page 51 and 52: 1. NCC Career Education (Module C1)
Page 53 and 54: Table 11: Contents of modules accor
Page 55 and 56: In this chapter we address the foll
Page 57 and 58: ◆◆◆◆◆◆Support through I
Page 59 and 60: Links to NCC and to the NICE Curric
Page 61 and 62: Distance learning resources enable
Page 63 and 64: NICE Handbook7.4. Assessment Method
Page 65 and 66: The aims and purposes of student as
Page 67 and 68: Three main streams of information (
Page 69 and 70: NICE HandbookDiscussionAs expected,
Page 71 and 72: 8Trends and Developments inCareer G
Page 73 and 74: counselling services (internal chan
Page 75 and 76: (Chapter 8.11.1). Next, Christiane
Page 77 and 78: NICE Handbook◆◆◆◆◆◆◆
Page 79 and 80: CGC professions need support in ref
Page 81 and 82: ◆◆Identifying the system and it
Page 83: The Serendipity ModelRelation to in
Page 87 and 88: ◆◆Distance interventionsInforma
Page 89 and 90: NICE Handbookgenerations of researc
Page 91 and 92: ReferencesArgyris, C. & Schön, D.
Page 93 and 94: Ostermann and Kottkamp‘s (2004) r
Page 95 and 96: NICE Handbookindividuals, who have
Page 99 and 100: NICE Handbookring this key period,
Page 101 and 102: Step 1Step 2Table 1: Steps based on
Page 103 and 104: For example, the client can focus o
Page 105 and 106: setting. In certain aspects (partic
Page 107 and 108: 8.12.2. The DICBDPEC ProjectLaura G
Page 109 and 110: What we want to briefly talk about
Page 111 and 112: NICE HandbookAnnual ConferencesHere
Page 113 and 114: us with a high degree of knowledge
Page 115 and 116: In jointly looking for answers to s
Page 117 and 118: Appendix 1: The NICE Core Competenc
Page 119 and 120: 2. Framework Contents relating to t
Page 121 and 122: M15: Communicating with aptitudeM14
Page 123 and 124: Common points of reference(CPR)Comp
Page 125: LisbonReykjavikSantiago deCompostel
show all

NICE HANDBOOK â Academic training of Career ... - Nice-network.eu

Create successful ePaper yourself

Delete template?

Save as template?

NICE HANDBOOK â Academic training of Career ... - Nice-network.eu