At the Cutting Edge Research into

Practice
A fresh look at career
management skills
theory and
connections to
practice

Welcome
Claire Nix CDI/NICEC

 NICEC - learning
society for reflective
practitioners across
the sector.
Includes individuals in
research, policy,
consultancy, service
delivery,
management.
International
perspectives

Partnership with CDI

gives all members a
copy of the journal.
Twice yearly research
seminars.

Timings: refreshment break, housekeeping:

emergencies etc.
Twitter: #CDIUK@theCDI
Objectives for the day

Career
management
skills
Tristram Hooley, Presentation to NICEC/CDI workshop, Cardiff 4th February 2015

Overview
What is career management?
What are career management skills?
Why do we need a career management skills
frameworks?
What do we do with this stuff in practice?

www.derby.ac.uk/icegs
www.derby.ac.uk

Overview
What is career management?
What are career management skills?
Why do we need a career management skills
frameworks?
What do we do with this stuff in practice?

www.derby.ac.uk/icegs
www.derby.ac.uk

The parable of the three fishermen

www.derby.ac.uk/icegs
www.derby.ac.uk

What fisherman are you?

Saving people
Career crisis support
Stopping them falling in?
Pre-emptive career
support
Teaching them to swim?
Career management
learning

www.derby.ac.uk/icegs
www.derby.ac.uk

Overview
What is career management?
What are career management skills?
Why do we need a career management skills
frameworks?
What do we do with this stuff in practice?

www.derby.ac.uk/icegs
www.derby.ac.uk

Career management skills

The skills you

need to manage
your career.
www.derby.ac.uk/icegs
www.derby.ac.uk

www.derby.ac.uk/icegs
www.derby.ac.uk

Career management skills

Underpinned by a paradigm shift in thinking about career
support.

Medical model/Test and tell

to
Learning model

www.derby.ac.uk/icegs
www.derby.ac.uk

Career management skills

Career management is a process of learning and
development that goes on throughout life.
Career management skills are how we describe these
skills so that we can intervene in their development.
Often this will be by viewing a career management skill
as a learning outcome for a career development
programme.

www.derby.ac.uk/icegs
www.derby.ac.uk

www.derby.ac.uk/icegs
www.derby.ac.uk

Problem 1: Are these really skills?

Answer no!
Career management skills are not just skills.

Skill e.g. CV writing

Knowledge e.g. what do employers in my field like in applicants.
Aptitudes e.g. being good at networking and inter-personal relations
Attitudes e.g. work ethic, resilience

Can all of these be taught/developed?

Can all of these be taught/developed through career
development programmes?
www.derby.ac.uk/icegs
www.derby.ac.uk

Problem 2: What about employability

skills, life skills and other skills
frameworks?
What your employer
wants you to be able to
do e.g. work in a team

What you need to

be able to do to
manage your life
and relationships.
e.g. make friends

Employability
skills

Life skills

Career
management
skills

What you need to

be able to do to
manage your
learning and work
as part of your life
e.g. build
professional contacts

www.derby.ac.uk/icegs
www.derby.ac.uk

Exercise: List some employability skills

5 minutes brainstorm on your own.
10 minutes discussion (can you blend and group what
you have come up with individually).
Well then share with the group.

www.derby.ac.uk/icegs
www.derby.ac.uk

Overview
What is career management?
What are career management skills?
Why do we need a career management skills
frameworks?
What do we do with this stuff in practice?

www.derby.ac.uk/icegs
www.derby.ac.uk

What CMS frameworks seek to achieve

Create a strong articulation of the value of lifelong
guidance that the general public can understand.
Create a common language for a fragmented lifelong
guidance sector.
Create a framework that can underpin and enhance the
activity of lifelong guidance professionals and support
collaborative working with other groups.

www.derby.ac.uk/icegs
www.derby.ac.uk

Core elements

www.derby.ac.uk/icegs
www.derby.ac.uk

www.derby.ac.uk/icegs
www.derby.ac.uk

CMS Frameworks

National Career Development Guideline (US)

http://associationdatabase.com/aws/NCDA/asset_manager/ge
t_file/3384/ncdguidelines2007.pdf
Blueprint for Life/Work Design (Canada)
http://www.blueprint4life.ca/blueprint/home.cfm/lang/1
Blueprint for Career Development (Australia)
http://blueprint.edu.au/
Career Management Skills Framework (Scotland)
http://www.skillsdevelopmentscotland.co.uk/our-story/key-p
ublications/career-management-skills-framework.aspx
Blueprint for Careers (England)
http://www.excellencegateway.org.uk/node/1332
www.derby.ac.uk/icegs
www.derby.ac.uk/icegs
www.derby.ac.uk

Canadian Blueprint Competencies

1.
2.
3.
4.
5.
6.
7.

Build and maintain a positive self-image

Interact positively and effectively with others
Change and grow throughout ones life
Maintain balanced life and work roles
Participate in life-long learning supportive of life/work goals
Secure/create and maintain work
Understand, engage and manage ones own life/work building
process
8. Make life/work enhancing decisions
9. Locate and effectively use life/work information
10.Understand the changing nature of life/work roles
11.Understand the relationship between work and society/economy

www.derby.ac.uk/icegs
www.derby.ac.uk

www.derby.ac.uk/icegs
www.derby.ac.uk

Scotland

www.derby.ac.uk/icegs
www.derby.ac.uk

Context and learning approach

(Scotland)

www.derby.ac.uk/icegs
www.derby.ac.uk/icegs
www.derby.ac.uk

Careers Wales definitions of CMCs

Motivation
Making decisions
Self-awareness
Opportunity awareness
Application implementing plans
Resilience

Changin
g

Creating

Commu
n-icating

7 Cs
of
digital
career
literac
y

Collectin
g

Critiquin
g

Connect
ing
www.derby.ac.uk/icegs
www.derby.ac.uk

Is this just another thing to worry about?

Career management skills can be integrated into

wider learning
Developing career management skills doesnt
necessarily involve increasing provision
A CMS framework offers a framework of learning
objectives that can be aligned with other learning
objectives
It also provides a framework for different professional
groups to work holistically.

www.derby.ac.uk/icegs
www.derby.ac.uk/icegs
www.derby.ac.uk

Overview
What is career management?
What are career management skills?
Why do we need a career management skills
frameworks?
What do we do with this stuff in practice?

www.derby.ac.uk/icegs
www.derby.ac.uk

Career management skills

Curriculum
Work related learning

Career development activities

Advice and guidance

www.derby.ac.uk/icegs
www.derby.ac.uk

Understanding and developing myself (English

blueprint)

1.
2.
3.

I know who I am and what I am good at

I interact confidently and effectively with others
I change, develop and adapt throughout my life

How do you develop these already?

How could you develop these further?
Example: An adult learning provider working with adults with learning
difficulties developed a toolkit of resources to help learning advisers and
tutors facilitate initial assessment and person-centred planning.

www.derby.ac.uk/icegs
www.derby.ac.uk

Exploring life, learning and work (English blueprint)

4.
5.
6.
7.

I learn throughout my life

I find and utilise information and the support of others
I understand how changes in society, politics and the
economy relate to my life, learning and work
I understand how life, learning and work roles change
over time

How do you develop these already?

How could you develop these further?
Example: City of Wolverhampton College used the Blueprint to help
foundation learners to develop career resilience, to build confidence and
to set goals. The relevant career learning competencies were integrated
into an existing career development programme to help to sharpen the
outcomes of the intervention.

www.derby.ac.uk/icegs
www.derby.ac.uk

Developing and managing my career (English blueprint)

8.

I make effective decisions relating to my life, learning

and work
9. I find, create and keep work
10. I maintain a balance in my life, learning and work that is
right for me
11. I plan, develop and manage my life, learning and work
How do you develop these already?
How could you develop these further?
Example: The career guidance staff at an FE college organise an annual
career and progression event.

www.derby.ac.uk/icegs
www.derby.ac.uk

What else Ive said about this

Blueprint for careers

Hooley, T. (2013). Career Development in Canada. Derby: International
Centre for Guidance Studies, University of Derby.
Hooley, T., Watts, A. G., Sultana, R. G. and Neary, S. (2013). The 'blueprint'
framework for career management skills: a critical exploration.
British Journal of Guidance & Counselling, 41(2): 117-131.
Longridge, D., Hooley, T. & Staunton, T. (2013).
Building Online Employability: A Guide for Academic Departments. Derby:
International Centre for Guidance Studies, University of Derby.
Taylor, A.R. & Hooley, T. (2014).
Evaluating the impact of career management skills module and internship pro
gramme within a university business school.
British Journal of Guidance & Counselling, 42(5): 487-499.

www.derby.ac.uk/icegs
www.derby.ac.uk

Tristram Hooley
Professor of Career Education
International Centre for Guidance Studies
University of Derby
http://www.derby.ac.uk/icegs
t.hooley@derby.ac.uk
@pigironjoe
Blog at
http://adventuresincareerdevelopment.wordpress.com

www.derby.ac.uk/icegs
www.derby.ac.uk

Reflections

How does the session make sense in the light of

your own experiences?

How might the insights inform your thinking and

practice in career development?

Are there things you might want to do try as a result

of todays reflections?

Motivation: what is it and how

do you get more of it?
Julia Yates
Senior Lecturer
University of East London

Your experiences
When have you been
really motivated to do
something?
Why were you so
enthused?
What did it feel like?

Motivation involves decisions

about:
What to
do

What to
How
do when
much to
things go
do
wrong

A little bit of theory

Intrinsic and extrinsic
Self-determination theory
Career Confidence

A little bit of application

Possible selves
Change Talk
Boosting self-efficacy
Fostering optimism

Intrinsic

Extrinsic

SelfDetermination
Theory
Autonomy

Relatedness

Ryan and
Deci 2000

Competence

Autonomy

Relatedness

Competence

Think about a
time when you
struggled to
motivate
yourself.

Resilience

Optimism

Stajkovic
2006

Career
Confidence

Selfefficacy

Hope

To be truly motivated you must:

Have a clear goal
Know what you need to do to
achieve it
Believe you can do it well
Enjoy the task itself
Decide for yourself
Feel a connection with others
Feel positive

Do your
unmotivated
clients struggle
with any of
these?

Goal
setting

Foster
optimism

So what can we
do about this?
Boost selfefficacy

Increase
intrinsic
motivation

Goal setting: Possible Selves

Stories we tell ourselves about

ourselves in a hypothetical future

situation (Erikson 2007)
They convert possible future events into
current goals
They allow us to identify the steps we
need to take
They motivate us to keep working
towards our goals (Strauss 2013)

Who do I
want to be?
Where do you want to be
in your career in 5 years
time.
Visualise it in as much
detail as you can
Discuss with your
colleague and identify one
step you could take

Foster optimism: Three Good Things

Boost self-efficacy
Celebrate successes
Re-frame failures
Identify lots of achievable sub goals

Intrinsic motivation: change talk

You believe what you hear
yourself saying out loud
Your brain does not like a
conflict between your beliefs
and your actions
Focus conversation on the
positives of the behaviour

Intrinsic motivation: change talk

Think about something you want to do but
havent got enough motivation
In pairs, take turns to be the client and the
practitioner
Explore:
What would be better about your life if
you put your plans into action
What would be worse about your life if
you didnt

Using these with clients

Which of these techniques most interests
you?
Which do you think might work with your
clients?

References and further reading

Bem, D.J. (1967) Self-perception: an alternative interpretation of cognitive

dissonance phenomena Psychology Review 74, 183 200
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behavior. New York: Plenum
Erikson, M.G. (2007) The meaning of the future toward a more specific definition of
possible selves Review of General Psychology 11 (4) 348 358
Festinger, L. (1957) A theory of cognitive dissonance Stanford CA, Stanford
University Press
Hock, M.F., Deshler, D.D. and Schumaker, J.B. (2007) Enhancing student motivation
through the pursuit of possible selves in C. Dunkel, C. J. Kerpelman, J. (Eds.)
Possible Selves: theory research and applications, New York: Nova Science
Publishers
Markus, H. and Nurius, P. (1986) Possible Selves American Psychologist 41 (9) 954
969
Miller, W.R. and Rollnick, S. (1991) Motivational Interviewing: preparing people to
change addictive behavior New York, Guilford

References and further reading

Ryan, R., and E. Deci. 2000. Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist 55: 6878,
http:// www.psych.rochester.edu/SDT/documents/2000_RyanDeci_SDT.pdf.
Seligman, M.E.P., Steen, T.A., Park, N. and Peterson, C. (2005) Postive Psychology
Progress: Empirical Validation of Interventions, in American Psychologist, 50, 5, 410 421
Snyder, C.R. (1995) Conceptualizing, measuring and nurturing hope, in Journal of
Counseling and Development 73, 355 360
Snyder, C. R., Feldman, D. B., Shorey, H. S., & Rand, K. L. (2002) Hopeful Choices:
A School Counselors Guide to Hope Theory, in Professional School Counseling, 5, 5,
298
Strauss, K, Griffin, M.A. and Parker, S.K. (2013) Future Work Selves: how salient
hoped-for identities motivate proactive career behaviours Journal of Applied
Psychology 97 (3) 580 598
Strahan, E.J. and Wilson, A. (2007) Temporal comparisons, identity and motivation:
the relation between past, present and possible future selves in C. Dunkel, C. J.
Kerpelman, J. (Eds.) Possible Selves: theory research and applications, New York:
Nova Science Publishers

Reflections

How does the session make sense in the light of

your own experiences?

How might the insights inform your thinking and

practice in career development?

Are there things you might want to do try as a result

of todays reflections?

Career adaptability
and resilience
Time to refocus?
Anthony Barnes
agbarnes@ntlworld.com
www.cegnet.co.uk

What is our agenda?

1. What are these concepts about and how do

they relate to each other?

2. Why are they becoming an increasingly

important part of careers work practice?

3. What are the implications for our practice?

1. What are the 4 Cs of career

adaptability?
According to Mark Savickas, individuals construct their careers by:
1. understanding their vocational personality
2. interpreting their life themes
3. demonstrating career adaptability:

Concern
Control
Curiosity
Confidence

Savickas, M.L. (2012) Life Design: A Paradigm for Career Intervention

in the 21st Century Journal of Counseling & Development 90 (1) 13-19

Research findings
Savickas, M.L., & Porfeli, E.J. (2012). Career

adapt-abilities scale: construction, reliability,

and measurement equivalence across 13
countries. Journal of Vocational Behavior,
80(3), 661673
Birmingham, Warwick, Newman and HECSU,
with help from GCU, validated a UK version of
the career adapt-abilities inventory (CAAI-UK)
http://
www2.warwick.ac.uk/study/cll/othercourses/car
eerstudies/aboutus/collaborations/caip

Quizl
https://apps.facebook.com/quizlapp

What is career resilience?

The capacity to

overcome obstacles,
adapt to change,
recover from trauma or
to survive and thrive
despite adversity

Canadian Career Development

Foundation (2007). Applying the

Construct of Resilience to Career
Development. Lessons in Curriculum
Development. The Canada Millennium
Scholarship Foundation.

Teaching career resilience

examples of adversity
Primary-secondary transfer
rejection (promotion, unsuccessful

application)
job insecurity
unemployment
redundancy
discrimination at work
accident at work
change to working practices/culture in
an organisation
change to job design
change of line manager
change of work colleagues/team
bullying/harassment
excessive work demands
competing in a global labour market
social immobility
social exclusion
social injustice

How do adaptability and resilience relate to each

other and to other key concepts in careers work?
Hope
Flexibility

Self-efficacy
Locus of control
Aspiration
Risk-taking
Survival
Transition
Personal growth
Happiness and
wellbeing

Adaptability
Agility

Optimis
m

Resilience
Persistenc
e
Recover
y

Hope and optimism

http://

hopeoptimism.com/pages/resources/other-res
ources
Sean Lopez, U of Kansas http
://www.hopemonger.com/
Roberta Neault resources
http://lifestrategies.ca/resources/tip-sheets.cfm

Raising Aspirations http://

bit.ly/Ntcdf3
A whole institution culture of

raising aspirations
A combination of universal and
targeted approaches
Specialist, knowledgeable staff,
including trained careers officers
A well organised programme of
activities
Early interventions
Information, advice and
guidance
Immersive experiences
Development of partnerships
Systematic monitoring

Career aspirations

Caroline Hart on aspirations

The capability to

aspire (CTA)
The capability to
realise aspirations
(CTR)
An individuals
aspiration set is made
up of revealed,
concealed, partially
revealed and adapted
aspirations

A multi-dimensional model of
aspirations

be the best that you

Resilience Cycle (Patterson, 2005)

http://www.ascd.org/publications/books/104003/chapters/A-Deeper-Meaning-of-Resilience.aspx

Happiness and resilience during transitions

(feelings of optimism return potential for returning to happiness set point, emerging stronger)

http://www.eoslifework.co.uk/transprac.htm

Two kinds of happiness

Joy (Hedonic)

Contentment
(Eudaimonic)

Excitement
Pleasure
Thrill
Dizzy
High

Calm
Well-being
Satisfaction
Fulfilment
Flow

Two kinds of career

happiness
Joy

Contentment
Knowing your work is good
Knowing that people like

Winning promotion
working with you
Getting good exam results Knowing that what you are
Finding out that your team
doing is worthwhile
has won a big contract
Having enough money to
Getting a pay rise
live on
Feeling good about
Getting praise from your

boss

yourself

Ikigai
Believing that ones life is worth living - a
combination of joy and purpose and meaning in
life.
A 1994 study of 43,000 Japanese adults found:
Almost 60% reported a sense of Ikigai, lower levels of
stress and better self-rated health. They were more
likely to be married, educated, and employed
95% of respondents who reported a sense of meaning in
their lives were alive seven years later compared with
83% of those who reported no meaning in their lives

The six Es of good work

Excellenc
e

Equity

Goo
d
Wor
k
Ecology

Enjoymen
t

Engageme
nt

Ethics

http://www.cegnet.co.uk/blog/the-six-es-of-good-work

2. Why are adaptability and resilience becoming

an increasingly important part of careers work
practice?

Happenstance (Krumboltz)
Career construction (Savickas)
Life design (The Life Design International

Research Group)
Chaos (Bright and Pryor)
Career systems thinking (McMahon, Patton,
Collin)
1990s paradigm shift in the world of work
(Phil Jarvis)

Life design and the changing world

of work
Individuals need to:
construct their own selves, identities and careers
make their own work
manage anxiety and insecurity
build hope, adaptability and resilience

The Life Design International Research Group

Savickas, M.L, Nota, L., Rossier, J., Dauwalder,
J-P., Duarte, M.E., Guichard, J., Soresi, S.,
Van Esbroeck, R., van Viaenen, A. (2009).
Life designing: A paradigm for career construction in the 21st century, Journal of
Vocational Behaviour, 75(3), 239-250.

Career resilience and chasing pingpong balls (Pryor and Bright)

http://www.cbi.org.uk/media/1845483/cbi_education_report_19
1112.pdf

Views on resilience
John Wayne

Prince Andrew

http://www.bbc.co.uk/news/uk-30682137

Royal College of General

Practitioners
Resilience as a

response to coping
at work in adverse
conditions (workload,
resource constraints)

DfE Character Education Grant Fund

Character and resilience now 5th priority of the

Department. Have allocated 10m to it

http://

www.dailymail.co.uk/news/article-2876920/Morgan-s-5m-help-pupilsdevelop-grit-Education-Secretary-insists-expanding-children-s-cha
racter-important-getting-good-grades.html
https://www.gov.uk/government/news/character-education-apply-fo
r-2015-grant-funding

http://
www.independent.co.uk/news/education/education-news/former-soldierswi
ll-be-drafted-into-schools-to-help-build-pupils-character-9909279.htm
l
(08.12.14)

Military ethos providers

Delivering a range of activities aimed at

helping pupils do well in school and beyond,

based around an ABCD building blocks of
character model:
A: altruism
B: bounce back
C: comfort zone busting
D: destination

our
practice? - Dr Carole
Pemberton
Clients resilience can inspire you to work harder on their

behalf
Origin of the term elasticity in plants that helps them
survive
Southwick & Charney (2013) resilience is 30% genetics
Werner and Smith Kauai (Hawaii) study of 687 deprived
children over 30 years. 1/3rd thrived, 2/3rds didnt. Key
differences were:
Thrivers found purpose and meaning
Thrivers found support (Benefit of knowing that you matter

to someone else. Example of prisoners in Hanoi Hilton The

Tap Tap Code)

More from Carole Pemberton

Resilience of higher achievers linked to:
taking some reflective time (helps you to
distinguish between what you can control
and what is outside your control. Dont
waste time on the latter)
managing their thoughts (mindfulness)
having a learning mindset (i.e. learn from
mistakes rather than indulging in selfblame)
having perspective (keep themselves
grounded)
using their energy well (looking at their
energy as a finite resource)

Discussion questions
1. What is the particular relevance of

adaptability and resilience to the client

group(s) you work with?
2. What strategies have you tried for building

adaptability and resilience in the client

group(s) you work with, and with what
success?

Phil Hodkinson on Careership

Change peoples horizons for

action with interventions that

impact on their dispositions
(habitus), resources (economic,
social and cultural capital) and
positions in different fields (e.g.
education, the family, work)
Recognise that they make

pragmatically rational decisions

Enhance learning and personal

agency

Reflections

How does the session make sense in the light of

your own experiences?

How might the insights inform your thinking and

practice in career development?

Are there things you might want to do try as a result

of todays reflections?

Forthcoming NICEC activities

Network event- 19th March How do we engage employers with career
development London http://www.nicec.org/
Journal April Publication
A Reader of Tony Watts Writings

Thank You