to help you

1
contemporary careers workRETHINKING PARTNERSHIPS

• to help you
• gt renew learning for life
• gt restore breadth of learning
• gt reshape learning partnerships
• gt reassert cognitive-affective links
• gt restructure learning slots
• gt renegotiate partnership agreements
• gt reposition careers work

DVT 12 frameworks updated 01/07/09
this PowerPoint at www.hihohiho.com/magazine/
mkngtwork/caffrmwrk.ppt
2
starting pointsfacing change
when work-life changes faster than we do, we risk
losing touch
there was never a time when people . . .
while enjoying, surviving contributing
. . . more needed to know . . .
the facts, trends the experience
. . . what is going on . . .
about influences, access fairness
. . . and what they can usefully do about it
ready for getting, joining giving
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frameworkmanaging the programme
supporting every development with other
development
network development
purposes
resources
roles
evaluation
scheme development
activity
design
commitment
credibility
team development
ability
4
team developmentfacing global realities
acknowledging reasons for reform
global labour markets are changing faster and
less predictably...
labour economy
...impacting personal, social, developing-world
and environmental well-being...
quality of life
...with digital technologies which also shape how
people learn for career
culture
5
team developmenttaking account of culture
recognising emotional-and-social influences on
career
beliefs - images, impressions and stories

• beliefs - images, impressions and stories
• gained from experience
• shared in groups
• talked about when were not around.

values - social, commercial, religious and
sporting commitments
values - social, commercial, religious and
sporting allegiances expressed in icons, logos
and identity gathered from the credible and the
celebrated thought worth money and energy - and
risk.
expectations - possible identities in possible
futures
expectations - possible selves in possible
futures arising naturally from beliefs and
values for people like me and like us in
that comfort zone.
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team developmentmaking the QCA proposals work
building on the QCA reforms
personal, social, health and economic education
education for citizenship
religious education
spiritual well-being
personal well-being
economic well-being
civil well-being
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network developmentcovering the possibilities
occasional / systematic /
progressive
partners-coming-in / students-going-out /
real-life projects
learning-outcomes / target-setting /
outcomes-of-learning
as-and-when / planned /
monitored
tutor-time / carousels /
specialist-time
expert help / mentoring /
digital media
display loan / interactive / local
life-wide
8
network developmentpointing to possibilities
cultural change / well-being / curriculum
possibilities / transfer-of-learning
getting well-being relevance into academic
subjects
key ideas
embedding learning, increased motivation -
credibility
policy-driven / research-based / enriching
pragmatic / in-touch with students
why they are important
personal-learning / in subject /
cross-curricular / community / assessment
action I can support
probability - whos taking how much risk of what
- using diet crime statistics, etc.
maths
jane
1/11/08
curriculum base
your id
date
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network developmentnetworking resources
mapping links and boundaries
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network developmentfinding the managers
looking for experience, training and natural
ability
team development
scheme development
network development
network development
leadergt responding to changegt positioning with
stakeholdersgt pushing boundaries
purposes
resources
roles
evaluation
scheme development
administratorgt dealing with budgetsgt organising
logisticsgt negotiating resources
activity
design
commitment
developergt creating programmesgt understanding
careergt maintaining credibility
credibility
team development
ability
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scheme developmentworking with learners as
partners
enabling learners as managers of their own
learning
aim
what learners do
for their own
gt get into a learning frame-of-mind gt find out /
sort out / check out / work out gt probe whats
going on what to do about it
learn-to-learn
researching probing
gt cross boundaries find expertise
experience gt compare learning - from curriculum
community gt probe ideas - other peoples their
own
establish links
story telling
make progress
gt move-on in step-by-step learning gt see
points-of-view / track causes--effects gt
anticipate consequences of action
finding meaning building theories
personal, domestic, social religious, civil
work roles
gt try-out how to use this learning in life gt
establish reminders of how they will use it gt
embed the learning as a resource for living
transfer learning
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scheme development
enabling learning-to-learn
designing useful order into learning
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scheme developmentenabling transfer-of-learning
linking learning to life roles
...taking on what task...
...where they will be...
who they will be with ...
for example...
in an interview
an official
...as a job-seeker
looking good
...as a friend
on the street
his mates
letting go
...as a mother
at home
her daughter
holding on
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scheme developmentthinking about formats
creating ways of setting things down
facts - including abilities and demandsfactors -
including likes and dislikestrends - including
then and now
locations - such as what is where proximity -
such as what is close to what access - such as
moving on to what
links - what go together boundaries - what are
separate comparisons - similarities and
differences
people and setting - who is where point-of-view -
how people think and feel sequence - one thing
leading to another
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scheme developmentusing narrative
engaging three-scene storyboarding
opening scene how things were
big scene my turning point
following scene making things happen
usual habits familiar natural
surprise new ideas disturbed change-of-mind
hope people to talk to plans to make things to do
people / places / talk thoughts / ideas wishes
/ hopes / needs
people / places / talk thoughts / ideas wishes
/ hopes / needs
people / places / talk thoughts / ideas wishes
/ hopes / needs
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scheme developmentinterrogating narrative
enabling learners to probe stories - other
peoples and their own
to sensefinding out
to siftsorting out
to focuschecking out
to understandworking out
what stays in your mind?
what goes on?
why thingshappened?
what is familiaror unexpected?
where and when?
what makes ita good idea?
what to donow and why?
whoagrees and disagrees?
whowith?
is it hard ortroublesome?
resultingin what?
what points-of-view?
what thoughtsand feelings?
any good useof bad news?
what might change things?
what about risk,luck or impulse?
got enoughto go on?
anything newor surprising?
any hope here?
how will youmake it work?
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scheme developmentdesigning a programme
producing a scheme that people can understand and
use.
learning outcomes
outcomes of learning
resources
processes
colleaguespartners material spacetime
finding outsorting outchecking outworking out
whats going on? what can anyone do about it?
where?with whom?taking on what?
putting together the elements.
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assessmentembedding transfer-of-learning
why this learning is important to me
what I learned
why I remember it
how I will use it
at home talking with my dad about being a
clothes-shop manager
how bad it is for those people
couldnt stop thinking about it
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assessmentaction-planning as story
my ideas
making them work my story
what needs to be done?things to do, places to
go, people to talk with, other...
the task
who where
when
first
talk to college tutor talk to Martin talk to
friends family
how do I get into HE? at college
this with
tutor week
next
why is this a good idea? regarding your life,
help, so others understand, other...
what can I get from it Martin
this
week
next
want to know what the tutor thinks dont want to
lose my friends Dad knows Im ready for a big
change Martin can help but I dont know how
get financial advice bank
next week
who and what do you need to do this?people,
time, money, space, stuff, other...
next
tell my people what Im mates
next up to family week
steady job (part time) work-table and laptop in
my room financial advice
and then
enrol at college tutor at college
by end
of the
month
what outfits can help you?school-or-college,
employer, bank, other...
this is what I mean to achieve where, what doing,
with who? how feeling?
college bank
regular work / save / 6 hrs lectures 8 in my
room - every week / my mates and my Dad see I can
do it / and feel good
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researchenquiring and evaluating
getting to grips with questions and factors
impact questions does it work in any useful
way?
compliance questions does it match hopes
expectations?
diagnostic questions when and with whom does it
work and not work?
practice-based questions why it works well and
how could it work better?
framework phrases
labour economy national competitiveness st
udent employability student skills
quality standards performance
targets learning outcomes stakeholder
expectations
different individuals different social
groups cultural backgrounds underlying stere
otypes
student learning team roles team
credibility students own narratives
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action priorities taking account of experience
relating information to experience- lmi to lme
career development is the reality the facts,
factors trends
career management isin peoples experience their
dilemmas, problems conflicts
careers work ishow helpers helpface-to-face, in
curriculum by informal contact
being flexible meeting requirements living
with others making choices
being flexible dealing with stress meeting
requirements work-life balance living with
others realising identity making choices
seeing consequences
demands skills competition
employability upturns downturns boundaries
access
contacts pressures needs quality-of-life h
olding on letting go hopes disappointments
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action priorities making it brain-friendly
brain workings
curriculum workings
semantic intelligence
academic standards
knowing facts, factors and trends
separate mainstream subjects
remembered when significant and when used
assessed as performance indicators - always
central
procedural skills
vocational skills
knowing how to perform, make, apply or compete
art-and-craft, personal-learning functional
skills
internalised as unspoken living, artistic and
craft skills
assessed as performance indicators - often cross-
or extra-curricular
episodic (biographic) consciousness
personal-and-social well-being
knowing the who, where and why of experienced
episodes
taught as personal and social development
embedded long-term - especially when there is
significant feeling
assessment difficult can be counter-productive
- usually marginal
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action priorities re-examining career management
appreciating the changing dynamics of career

• continuing
• social
• informal
• pressurised
• conflicted
• life-wide
• life-long
• changing

unfolding from early life
with, for and in response to other people
drawing on other-than-professional sources of
help
dealing with professional, commercial and
cultural interests
holding on to and letting go of attachments and
allegiances
seeking life-work balance - for me, mine and
others
seeking short-term gains and long-term
sustainability
constantly updating on what is going on and what
to do.
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action priorities talking with stakeholders
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action prioritiescalling on useful images
using career metaphors as ways-of-seeing career
positioning as if in a race
travelling as if on a journey
opened up to surprise
skilled up for performance
seeking new horizons
matching known demands
calling on partners
calling on coaches
for winning
for discovery
open to change-of-mind
needing habits-of-mind
for well-being
for achievement
ready for the unforeseeable
focused on next steps
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action prioritiesintegrating life-wide links
calling on linear and lateral learning
for the environment
for the developing world
for advancement
for looking good in selection
for volunteering giving
for applying for recruitment
for shopping
for home life
for skills qualifications
for employability
for quality-of-life
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action prioritiesknowing where were going
beyond tick-box signposts, and cut-and-paste
learning, at the edge of timetable
1. prominently located long-slots, set-aside
for a series of well-managed schemes-of-work
2. with time-and-space for sustainable learning
room for students to examine, probe, recognise,
practice, adapt and embed what they need to know
- and to do
3. linked to community expertise and
experience authentic and useful contacts - in
the neighbourhood and beyond
4. maintaining both standards and
relevance based on credible knowledge - but
which also enables well-being
5. building tight teams drawing on people who
are in command of their material, committed to
this work and can fire-up students.
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any hope here?
something here to help you

• renew learning for life gt
• restore breadth of learning gt
• reshape learning partnerships gt
• reassert cognitive-affective links gt
• restructure learning slots gt
• renegotiate partnership agreements gt
• reposition careers work gt

yes/no yes/no yes/no yes/no yes/no yes/no yes/no
if yes - glad its been usefulif no - you
could tell Bill why at www.hihohiho.com
the handbook www.hihohiho.com/magazine/mkngtwor
k/caffrmwrk.pdf the ppt www.hihohiho.com/magazin
e/mkngtwork/caffrmwrk.ppt more on
metaphor www.hihohiho.com/magazine/mkngtwork/cafm
etaphor.pdf help colleagues copy-and-paste urls
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