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contemporary careers work RETHINKING PARTNERSHIPS to help you… > > > > > > > DVT 12 frameworks updated 01/07/09 renew learning for life restore breadth of learning reshape learning partnerships reassert cognitive-affective links restructure learning slots renegotiate partnership agreements reposition careers work this PowerPoint at: www.hihohiho.com/ magazine/mkngtwork /caffrmwrk.ppt starting points facing change when work-life changes faster than we do, we risk losing touch… there was never a time when people . . . . . . more needed to know . . . while enjoying, surviving & contributing 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 framework managing the programme supporting every development with other development… network development purposes resources roles evaluation scheme development activity design commitment credibility ability team development team development facing global realities acknowledging reasons for reform: labour economy global labour markets are changing faster and less predictably... quality of life ...impacting personal, social, developingworld and environmental well-being... culture ...with digital technologies which also shape how people learn for career team development taking account of culture recognising emotional-and-social influences on career: images, impressions stories beliefs - images, impressionsand and stories… gained from experience; shared in groups; talked about when we’re not around. social, commercial, andand sporting commitments values - social, commercial,religious religious sporting allegiances… expressed in icons, logos and identity; gathered from the credible and the celebrated; thought worth money and energy - and risk. possible identities possible futures expectations - possible selves ininpossible futures… arising ‘naturally’ from beliefs and values; for people ‘like me’ and ‘like us’; in that comfort zone. team development making the QCA proposals work building on the QCA reforms: well-being across the curriculum education for citizenship civil well-being personal, social, health and economic education personal well-being economic well-being religious education spiritual well-being physical well-being social well-being environmental well-being network development covering the possibilities long-slot partnerships for learning occasional / systematic / progressive community-linked activity partners-coming-in / students-going-out / ‘real-life’ projects profiles and individual learning-and-action plans learning-outcomes / target-setting / outcomes-of-learning subject-by-subject links as-and-when / planned / monitored personal, social, health and & economic well-being tutor-time / carousels / specialist-time personalised face-to-face work expert help / mentoring / digital media information and resource unit display & loan / interactive / local & life-wide making student-teachermentor partnerships with dedicated acrossthe-board teams engaging direct-andpersonal contact with people, places & tasks listing & narrating ‘what I know’ and ‘what I can do about it’ applying mainstream subjects to life experience learning what is so & what to do about it - in specific situations engaging up-close-&personal help on specific needs gathering information & impressions of opportunity, role and identity network development pointing to possibilities key ideas why they are important action I can support curriculum base cultural change / well-being / getting well-being relevance into academic curriculum possibilities / transfer-of-learning subjects embedding learning, increased motivation policy-driven / research-based / enriching credibility pragmatic / in-touch with students personal-learning / in subject / probability - who’s taking how much risk of what cross-curricular / community / assessment using diet & crime statistics, etc. maths your id jane date 1/11/08 network development networking resources mapping links and boundaries: organisations - central & peripheral boundaries - around & within organisations links - radial & orbital contacts - up-close & distant communication - two-way & one-way people - in organisations & freestanding learners - present & former helpers - professional & voluntary network development finding the managers looking for experience, training and natural ability team scheme network development development development leader network development purposes > responding to change > positioning with stakeholders > pushing boundaries evaluation resources roles administrator scheme > dealing with budgets activity development > organising logistics > negotiating resources design developer > creating programmes > understanding career > maintaining credibility commitment credibility ability team development scheme development working with learners as partners enabling learners as managers of their own learning… aim learn-tolearn what learners do > get into a learning frame-of-mind > find out / sort out / check out / work out > probe what’s going on & what to do about it for their own researching & probing establish links > cross boundaries – find expertise & experience > compare learning - from curriculum & community > probe ideas - other people’s & their own make progress > move-on in step-by-step learning > see points-of-view / track causes-&-effects > anticipate consequences of action finding meaning & building theories transfer learning > try-out how to use this learning in life > establish reminders of how they will use it > embed the learning as a resource for living personal, domestic, social religious, civil & work roles story telling scheme development enabling learning-to-learn progression designing useful order into learning: ‘working out’ understand ‘checking out’ focus sift sense ‘sorting out’ ‘finding out’ by linking causes to effects by fixing on what needs probing by putting things into useful order by getting enough to go on scheme development enabling transfer-of-learning linking learning to life roles… for example... ...as a job-seeker ...as a friend ...as a mother ...where they will be... …who they will be with ... ...taking on what task... in an interview an official looking good on the street his mates letting go at home her daughter holding on scheme development thinking about formats creating ways of setting things down… lists such as - brainstorm, checklist, data-base, inventories maps and cross sections such as - a building, a locality, a region, world-wide mind-maps such as - a chart, scattergram, mind-tree stories such as - an episode, biography, blog idea factsidea- including abilities and demands idea idea idea idea idea factors - including likes andideadislikes idea trends - including then and now locations - such as what is where idea proximityidea - such as what is close to what idea access - such as moving on to what links -ideawhat go together idea idea idea idea idea idea idea idea boundaries what are separate idea idea idea idea idea comparisons - similarities and differences idea people idea and setting - who is where idea point-of-view - how people think and feel sequence - one thing leading to another scheme development using narrative engaging three-scene storyboarding… opening scene big scene following scene how things were my turning point making things happen talk / talk / usual talk ? talk / talk talk /talk / surprise talk / talk talk /talk / talk hope people places people //habits places // talk talk people / places / talk peoplenew / places ideas / talk people // places places // talk talk people thoughts thoughts // ideas ideas thoughts / ideas mus thoughts / ideas thoughts // ideas ideas thoughts familiar talk /talk / talk wishes // hopes wishes hopes // needs needs thoughts natural / feelings disturbed ic wishes / hopes / needs wishes / hopes / needs talk /talk change-of-mind thoughts / feelings people to talk to plansplaceto make wishes // hopes hopes // needs needs wishes things thoughts to do / feelings scheme development interrogating narrative enabling learners to probe stories - other people’s… and their own to sense ‘finding out’ what goes on? where and when? who with? what thoughts and feelings? got enough to go on? to sift to focus ‘sorting out’ ‘checking out’ what is familiar or unexpected? who agrees and disagrees? what pointsof-view? any good use of bad news? anything new or surprising? what stays in your mind? what makes it a good idea? is it hard or troublesome? what might change things? any hope here? to understand ‘working out’ why things happened? what to do now and why? resulting in what? what about risk, luck or impulse? how will you make it work? scheme development designing a programme producing a scheme that people can understand and use…. resources processes colleagues finding out partners time outcomes of learning what’s going on? where? what can with whom? sorting out material space learning outcomes checking out working out anyone do about it? taking on what? putting together the elements…. ...from 3. what... ...by doing what. 4. > to learn what... ...for use how... 1. 2. assessment embedding transfer-of-learning why this learning is important to me what I learned why I remember it how I will use it something from… because it was… in my life… a whole-group class funny at home where I will be a small group interesting how bad it is for those people a class visit or visitor an out-of-class project personal learning useful surprising couldn’t stop thinking about upsetting it ‘sweat-shop’ project lesson/scheme/project your id talking with my dad who I will be with about being a clothes-shop manager what I will be taking on reddy rachel date 1/11/08 assessment action-planning as story making them work – my story my ideas what needs to be done? the task things to do, places to go, people to talk with, other... first talk to college tutor talk to Martin talk to friends & family how do I get into HE? who & where when at college with tutor this week Martin this week bank next week next why is this a good idea? what can I get from it regarding your life, help, so others understand, other... want to know what the tutor thinks don’t want to lose my friends Dad knows I’m ready for a big change Martin can help – but I don’t know how who and what do you need to do this? people, time, money, space, stuff, other... steady job (part time) work-table and laptop in my room financial advice next get financial advice next tell my people what I’m up to mates family and then enrol at college tutor at college what outfits can help you? school-or-college, employer, bank, other... college bank next week by end of the month this is what I mean to achieve where, what doing, with who? how feeling? 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 research enquiring and evaluating getting to grips with questions and factors… impact questions compliance questions diagnostic questions practice-based questions does it work in any useful way? does it match hopes & expectations? when and with whom does it work and not work? why it works well and how could it work better? framework phrases… ‘labour economy’ ’quality standards’ ‘different individuals ‘student learning’ ‘national competitiveness’ ‘performance targets’ ‘different social groups’ ‘team roles’ ‘student employability’ ‘learning outcomes’ ‘cultural backgrounds’ ‘team credibility’ ‘student skills’ ‘stakeholder expectations’ ‘underlying stereotypes’ ‘student’s own narratives’ action priorities taking account of experience relating information to experience- lmi to lme… career development is the reality the facts, factors & trends career management is in people’s experience their dilemmas, problems & conflicts careers work is how helpers help face-to-face, in curriculum & by informal contact demands & skills contacts & pressures being being flexible flexible & dealing with stress competition & employability needs & quality-of-life meeting meeting requirements requirements & work-life balance upturns & downturns holding on & letting go living living with with others others & realising identity boundaries & access hopes & disappointments making making choices choices & seeing consequences action priorities making it brain-friendly curriculum workings academic standards separate mainstream subjects assessed as performance indicators always central vocational skills art-and-craft, personal-learning & functional skills assessed as performance indicators often cross- or extra-curricular personal-and-social well-being taught as ‘personal and social development’ assessment difficult & can be counterproductive - usually marginal brain workings semantic intelligence knowing facts, factors and trends remembered when significant and when used procedural skills knowing how to perform, make, apply or compete internalised as unspoken living, artistic and craft skills episodic (biographic) consciousness knowing the who, where and why of experienced episodes embedded long-term - especially when there is significant feeling action priorities re-examining career management appreciating the changing dynamics of career… 1. continuing: unfolding from early life; 2. social: with, for and in response to other people; 3. informal: drawing on other-than-professional sources of help; 4. pressurised: dealing with professional, commercial and cultural interests; 5. conflicted: holding on to and letting go of attachments and allegiances; 6. life-wide: seeking life-work balance - for me, mine and others; 7. life-long: seeking short-term gains and long-term sustainability; 8. changing: constantly updating on what is going on and what to do. action priorities talking with stakeholders adve ntures avenues-of-investigation changes-of-direction adventures ntures avenues-of-investigation changes-of-direction adve avenues-of-investigation adve ntures avenues-of-investigation changes-of-direction changes-of-direction coaching companions competing coaching companions competing detours exploring coaching companions competing detours exploring coaching companions detours detours field finishing-lines exploring field gateways finishing-lines gateways field finishing-lines getting-ahead goals competing exploring field finishing-lines gateways getting-ahead goals gateways getting-ahead goals head-starts getting-ahead goals head-starts horizons head-starts horizons hurdles inside-tracks maps head-starts horizons hurdles inside-tracks maps hurdles inside-tracks maps moving-on steps horizons hurdles insi de-tracks maps next moving-on moving-on steps performance progress moving-on next steps pathways pathways performance progress next stepsnext pathways performance progress pathways performance progress prospects pursuit starting-guns surviving surviving teams prospects signposts pursuit signposts starting-guns prospects pursuit signposts starting-guns surviving prospects pursuit starting-guns signposts turning-points turning-points winning techniques turning-points winning turning-points winning training training techniques surviving teams teams techniques techniques teams training winning training view-points view-pointsvistas vistas view-points vistas vistas view-points action priorities calling on useful images using career metaphors as ways-of-seeing career… positioning …as if in a race travelling …as if on a journey skilled up for performance opened up to surprise matching known demands seeking new horizons calling on coaches calling on partners for winning for discovery needing habits-of-mind for achievement focused on next steps open to change-of-mind for well-being ready for the unforeseeable action priorities integrating life-wide links calling on linear and lateral learning… …for the environment …for advancement …for the developing world …for looking good in selection …for volunteering & giving …for applying for recruitment …for home life …for shopping …for skills & qualifications …for employability …for quality-of-life action priorities knowing where we’re 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. any hope here? something here to help you… …renew learning for life …restore breadth of learning …reshape learning partnerships …reassert cognitive-affective links …restructure learning slots …renegotiate partnership agreements …reposition careers work > > > > > > > yes/no yes/no yes/no yes/no yes/no yes/no yes/no if ‘yes’ - glad it’s been useful if ‘no’ - you could tell Bill why at www.hihohiho.com the handbook … the ppt… more on metaphor… help colleagues… www.hihohiho.com/magazine/mkngtwork/caffrmwrk.pdf www.hihohiho.com/magazine/mkngtwork/caffrmwrk.ppt www.hihohiho.com/magazine/mkngtwork/cafmetaphor.pdf copy-and-paste urls into an e-mail