1. 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 contemporary careers work RETHINKING PARTNERSHIPS DVT 12 frameworks updated 01/07/09 this PowerPoint at: www.hihohiho.com/ magazine/mkngtwork /caffrmwrk.ppt

2. 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...... what is going on...... and what they can usefully do about it while enjoying, surviving & contributing the facts, trends & the experience about influences, access & fairness ready for getting, joining & giving

3. scheme development activity evaluation design resources roles purposes commitment ability credibility network development team development framework managing the programme supporting every development with other development…

4. global labour markets are changing faster and less predictably... acknowledging reasons for reform: team development facing global realities...impacting personal, social, developing-world and environmental well-being......with digital technologies which also shape how people learn for career labour economy quality of life culture

5. expectations - possible identities in possible futures values - social, commercial, religious and sporting commitments beliefs - images, impressions and storiesbeliefs - images, impressions and stories… gained from experience; shared in groups; talked about when we’re not around. 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 selves in possible futures… arising ‘naturally’ from beliefs and values; for people ‘like me’ and ‘like us’; in that comfort zone. team development taking account of culture recognising emotional-and-social influences on career:

6. education for citizenship spiritual well-being personal, social, health and economic education personal well- being economic well-being civil well-being religious education team development making the QCA proposals work physical well-being social well-being environmental well-being well-being across the curriculum building on the QCA reforms:

7. network development covering the possibilities partners-coming-in / students-going-out / ‘real-life’ projects community-linked activity engaging direct-and-personal contact with people, places & tasks learning-outcomes / target-setting / outcomes-of-learning profiles and individual learning-and-action plans listing & narrating ‘what I know’ and ‘what I can do about it’ tutor-time / carousels / specialist-time personal, social, health and & economic well-being learning what is so & what to do about it - in specific situations expert help / mentoring / digital media personalised face-to-face work engaging up-close-&-personal help on specific needs display & loan / interactive / local & life-wide information and resource unit gathering information & impressions of opportunity, role and identity occasional / systematic / progressive long-slot partnerships for learning making student-teacher-mentor partnerships - with dedicated across-the-board teams as-and-when / planned / monitored subject-by-subject links applying mainstream subjects to life experience partners-coming-in / students-going-out / ‘real-life’ projects learning-outcomes / target-setting / outcomes-of-learning tutor-time / carousels / specialist-time expert help / mentoring / digital media display & loan / interactive / local & life-wide occasional / systematic / progressive as-and-when / planned / monitored

8. key ideas network development pointing to possibilities why they are important action I can support curriculum base your id date cultural change / well-being / curriculum possibilities / transfer-of-learning policy-driven / research-based / enriching pragmatic / in-touch with students personal-learning / in subject / cross-curricular / community / assessment getting well-being relevance into academic subjects embedding learning, increased motivation - credibility probability - who’s taking how much risk of what - using diet & crime statistics, etc. mathsjane 1/11/08 cultural change / well-being / curriculum possibilities / transfer-of-learning policy-driven / research-based / enriching pragmatic / in-touch with students personal-learning / in subject / cross-curricular / community / assessment

9. network development networking resources organisations - central & peripheral boundaries - around & within organisations people - in organisations & freestanding learners - present & former helpers - professional & voluntary contacts - up-close & distant communication - two-way & one-way links - radial & orbital mapping links and boundaries:

10. scheme development activity evaluation design resources roles purposes commitment ability credibility network development team development network development finding the managers looking for experience, training and natural ability leader > responding to change > positioning with stakeholders > pushing boundaries administrator > dealing with budgets > organising logistics > negotiating resources developer > creating programmes > understanding career > maintaining credibility team development scheme development network development

11. scheme development working with learners as partners learn-to- learn establish links make progress transfer learning > 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 > cross boundaries – find expertise & experience > compare learning - from curriculum & community > probe ideas - other people’s & their own > move-on in step-by-step learning > see points-of-view / track causes-&-effects > anticipate consequences of action > 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 researching & probing story telling finding meaning & building theories aimwhat learners do for their own enabling learners as managers of their own learning… personal, domestic, social religious, civil & work roles

12. enabling learning-to-learn sense ‘finding out’ focus ‘checking out’ sift ‘sorting out’ understand ‘working out’ progression by getting enough to go on scheme development by putting things into useful order by fixing on what needs probing by linking causes to effects designing useful order into learning:

13. ...taking on what task......as a friend...as a job-seeker...as a mother...where they will be... …who they will be with... on the streethis mates at home her daughter in an interview an official looking good letting go holding on scheme development enabling transfer-of-learning linking learning to life roles… for example...

14. scheme development thinking about formats mind-maps such as - a chart, scatter- gram, mind-tree idea lists such as - brainstorm, checklist, data-base, inventories idea stories such as - an episode, biography, blog idea maps and cross sections such as - a building, a locality, a region, world-wide idea facts - including abilities and demands factors - including likes and dislikes trends - including then and now creating ways of setting things down… 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

15. scheme development using narrative engaging three-scene storyboarding… people / places / talk thoughts / ideas wishes / hopes / needs people / places / talk thoughts / ideas wishes / hopes / needs people / places / talk thoughts / ideas wishes / hopes / needs 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 thoughts / feelings talk / talk? talk /talk / talk mus ic talk / talk thoughts / feelings talk /talk / talk / talk talk /talk place thoughts / feelings talk /talk / talk people / places / talk thoughts / ideas wishes / hopes / needs people / places / talk thoughts / ideas wishes / hopes / needs people / places / talk thoughts / ideas wishes / hopes / needs

16. what stays in your mind? scheme development interrogating narrative to sense ‘ finding out’ to sift ‘ sorting out’ to focus ‘ checking out’ to understand ‘ working out’ what goes on? where and when? who with? what thoughts and feelings? got enough to go on? what is familiar or unexpected? who agrees and disagrees? enabling learners to probe stories - other people’s… and their own what points- of-view? any good use of bad news? anything new or surprising? what makes it a good idea? is it hard or troublesome? what might change things? any hope here? why things happened? what to do now and why? resulting in what? what about risk, luck or impulse? how will you make it work?

17. scheme development designing a programme resourcesprocesses learning outcomes outcomes of learning colleagues partners material space time finding out sorting out checking out working out what’s going on? what can anyone do about it? where? with whom? taking on what?... by doing what. 4.... from what... 3.... for use how... 2. > to learn what... 1. producing a scheme that people can understand and use…. putting together the elements….

18. why this learning is important to me something from… a whole-group class a small group a class visit or visitor an out-of-class project personal learning in my life… where I will be who I will be with what I will be taking on because it was… funny interesting useful surprising upsetting how bad it is for those people couldn’t stop thinking about it at home talking with my dad about being a clothes-shop manager lesson/scheme/project your id date reddy rachel ‘sweat-shop’ project 1/11/08 assessment embedding transfer-of-learning what I learnedwhy I remember ithow I will use it something from… a whole-group class a small group a class visit or visitor an out-of-class project personal learning in my life… where I will be who I will be with what I will be taking on because it was… funny interesting useful surprising upsetting lesson/scheme/project your id date

19. assessment action-planning as story my ideas who and what do you need to do this? people, time, money, space, stuff, other... what outfits can help you? school-or-college, employer, bank, other... making them work – my story why is this a good idea? regarding your life, help, so others understand, other... what needs to be done? things to do, places to go, people to talk with, other... this is what I mean to achieve where, what doing, with who? how feeling? the taskwho & wherewhen first next and then 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 talk to college tutor talk to Martin talk to friends & family 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 steady job (part time) work-table and laptop in my room financial advice college bank enrol at college tutor at college by end of the month tell my people what I’m mates next up to family week get financial advice bank next week what can I get from it Martin this week how do I get into HE? at college this with tutor week

20. research enquiring and evaluating 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? ‘labour economy’ ‘national competitiveness’ ‘student employability’ ‘student skills’ ’quality standards’ ‘performance targets’ ‘learning outcomes’ ‘stakeholder expectations’ ‘different individuals ‘different social groups’ ‘cultural backgrounds’ ‘underlying stereotypes’ ‘student learning’ ‘team roles’ ‘team credibility’ ‘student’s own narratives’ getting to grips with questions and factors… framework phrases…

21. demands & skills competition & employability upturns & downturns boundaries & access being flexible meeting requirements living with others making choices contacts & pressures needs & quality-of-life holding on & letting go hopes & disappointments being flexible & dealing with stress meeting requirements & work-life balance living with others & realising identity making choices & seeing consequences 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 action priorities taking account of experience relating information to experience- lmi to lme…

22. action priorities making it brain-friendly brain workingscurriculum workings semantic intelligence knowing facts, factors and trendsseparate mainstream subjects remembered when significant and when usedassessed as performance indicators - always central procedural skills knowing how to perform, make, apply or competeart-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 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 academic standards vocational skills personal-and-social well-being

23. 1.continuing: 2.social: 3.informal: 4.pressurised: 5.conflicted: 6.life-wide: 7.life-long: 8.changing: action priorities re-examining career management drawing on other-than-professional sources of help; unfolding from early life; with, for and in response to other people; dealing with professional, commercial and cultural interests; 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. holding on to and letting go of attachments and allegiances; appreciating the changing dynamics of career…

24. action priorities talking with stakeholders

25. opened up to surprise positioning …as if in a race travelling …as if on a journey action priorities calling on useful images seeking new horizons calling on partners open to change-of-mind skilled up for performance matching known demands calling on coaches needing habits-of-mind using career metaphors as ways-of-seeing career… for well-being ready for the unforeseeable for achievement focused on next steps for winning for discovery

26. action priorities integrating life-wide links …for the developing world …for quality-of-life …for shopping …for home life …for the environment …for volunteering & giving …for employability …for skills & qualifications …for looking good in selection …for advancement …for applying for recruitment calling on linear and lateral learning…

27. action priorities knowing where we’re going 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. beyond tick-box signposts, and cut-and-paste learning, at the edge of timetable:

28. any hope here? the handbook … www.hihohiho.com/magazine/mkngtwork/caffrmwrk.pdf the ppt…www.hihohiho.com/magazine/mkngtwork/caffrmwrk.ppt more on metaphor…www.hihohiho.com/magazine/mkngtwork/cafmetaphor.pdf help colleagues… copy-and-paste urls into an e-mail something here to help you… if ‘yes’ - glad it’s been useful if ‘no’ - you could tell Bill why at www.hihohiho.com …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