1. CDI Student Conference Coventry Wednesday 12 April 2017 Virginia Isaac Chief Executive

2. Agenda THE YEAR OF ADVOCACY
Why careers guidance and career planning is needed more than ever
Brexit and the Industrial Strategy
Emphasis on skills
CDI Key messages
Importance of a Career Plan

3. Impact of Brexit and the Industrial Strategy
CDI response to ‘Building our Industrial Strategy’ Green Paper
(January 2017)
Urge not to delay publication of comprehensive careers strategy
Real opportunity for genuine ALL AGE guidance service available to all
All career advisers to have at least Level 6 in careers guidance
All young people to have face to face guidance
Should be statutory duty to include careers and employability in school curriculum. Core module in each T level
Importance of development of career management skills, digital skills, employability skills, soft/life skills
Robust quality assurance mechanisms

4. Bringing schools and employers together
Support for All age Guidance – not just priority groups
Support philosophy/framework of Gatsby Benchmarks
Support for National Quality in Careers Standard
Consensus on need for Career Leader in Schools
Imperative of qualified career advisers
Huge need for capacity building

5. CDI Strategic Objectives 2017 - 2020
Strategic Aim
Objectives
Support and Enhance CDI membership
Membership survey
Develop additional COIs – adult guidance, private practitioners, Future of Work, International
Improve Business infrastructure and performance
Develop Digital Strategy
Business Development
Increase UKCDA entries, CDI conference in December, Career Leaders programme,
CDI Academy
Professional Development
Career Leadership programme, proponent of quality, grow Register
Leading voice influencing policy
Respond to government enquiries, establish patrons, be seen as agent of change
Partnerships
Employers, CIPD, CBI, HE and FE, Regional

6. Readiness to engage with career management Decide, Plan, Compete
Career Decidedness (CD) Dr. Bob Gilworth - Director of The Careers Group, University of London & AGCAS Director of Research
Readiness to engage with career management
Decide, Plan, Compete
Please select the statement which best represents your current careers position:
I am not ready to start thinking about my career yet (Decide)
I have no career ideas yet but want to start thinking (Decide)
I have some ideas about my career & am ready to start planning (Decide)
I have a career in mind & intend to gain relevant work experience (Plan)
I know what I want to do but not sure how to get there (Plan)
I want to spend a year gaining experience (Plan)
I am ready to apply for graduate level / professional opportunities (Compete)
I am ready to apply for further study (Compete)
I have been applying for opportunities & have not been successful (Compete)
I have a job, further study or my own business plan confirmed (Other)

7. Visualising the ‘journey’ Dr
Visualising the ‘journey’ Dr. Bob Gilworth - Director of The Careers Group, University of London & AGCAS Director of Research

8. Employability Experience (EE) Dr
Employability Experience (EE) Dr. Bob Gilworth - Director of The Careers Group, University of London & AGCAS Director of Research
I have gained work experience through (select all that apply):
a placement year during my degree
a summer internship with an organisation
a vacation internship (not summer) with an organisation
work shadowing
a short placement as part of a University module (e.g. 10 or 20 credit module)
part time work alongside my studies
a holiday job
volunteering
a position of responsibility in a club or society
full time work prior to my course (two years or less)
full time work prior to my course (more than two years)
self-employment / running my own business
I have no work experience to date

9. Four step career plan
In the US having a career plan is a pre-requisite for many universities
Knowing yourself
Skills, interests values
Finding out
Exploring what is out there
Making decisions
Comparing options
Taking action
Working towards your goals

10. All university and college entrants should have…
A clear idea of their values, strengths, capabilities and interests
An understanding of the content of their course and the career sectors for which it might be suitable
A good understanding of the job sectors and opportunities and the way jobs might change in the future
Confidence they have, or can acquire, the skills to equip them to compete in the labour market
An appreciation of aspiration, enterprise and entrepreneurship
Be ‘Career Aware’ Have a career plan and be career confident
Confidence that they are able to plan for their future

11. The importance of non-cognitive skills
What do we mean by non-cognitive skills?
Persistence
Negotiation skills
Self-discipline
Open to learning
Reliability
Study skills
Adaptability
Time management
Empathy
Problem solving
Social skills
Self control
Communication skills
Curiosity
Trustworthiness
Self confidence
Goal directed
Motivated
We are not talking about memory, attention, planning, language, thinking, aptitudes and attainment.
These are character skills, competencies, personality traits or soft skills or life skills.
Can non-cognitive skills be objectively measured?
Difficult to assess non cognitive skills and hep students to develop skills
Non cognitive skills demanded in the workplace
Non cognitive skills change as young person goes through life but can be learned/developed through deliberate learning and through practice and experience
NO CAUSAL EVIDENCE THAT NON-COGNITIVE SKILLS LEAD TO MORE POSITIVE OUTCOMES – LIMITED CAUSAL EVIDENCE. BUT STRONG ASSOCIATION/CORRELATION
Discussion of non-cognitive skills complicated and contested
Opportunities in school through drama, debating, sports, etc
Important for success and social mobility
Students must develop sets of behaviours, skills, attitudes and strategies that are crucial to academic performance as well as success in the workplace.
Study nskills, attendance, work habits, time management, help-seeking behaviour, metacognitive strategies, problem solving

12. THANK YOU! WELCOME