1. Engaging Parents in Career Conversations Presenter/s: Venue: Date:

2. Acknowledgements The following have contributed to the development of this resource: Gray Poehnell Canadian Career Development Foundation Career Education Association of Victoria Source Materials: “Guiding Circles” - R. McCormick, N. Amundson, & G. Poehnell “Hope-Filled Engagement” - G. Poehnell & N. E. Amundson “Lasting Gifts” - Canadian Career Development Foundation and Career Education Association Victoria www.myfuture.edu.au www.education.gov.au www.employment.gov.au 2

3. Have a conversation Step in Step Out: Select one person who stepped in with you and have a conversation about: the experience you have in common what interested you about attending this workshop

4. Workshop Aims By the end of this workshop you will be able to: Better support your teenager in their career journey; Have a career conversation with your teenager; Know and understand the High 5 messages Learn about some useful career resources; Understand the influential role you play; and Become a career ally! 4

5. Research Lost Talent It is important for young people to have a specific occupational career plan and receive comprehensive career development services. Foundation for Young Australians (2010) On Track Better careers advice would have encouraged early school leavers to stay at school. State of Victoria (2008) Face-to-face Parents are the preferred source of career information, advice and guidance for teenagers. Hibbert, T (2010, September) CICA Raise parents’ awareness of education and training opportunities. It raises the value attributed to those opportunities by parents. Miles Morgan (2012, March) 5

6. The Changing World-of-Work What will work be like for young people in Australia today? Minimum of 7 careers in a lifetime Follow your heart Focus on the journey Use your networks Lifelong learning What was work like for you growing up? Could you expect to stay in the one job? Were you able to choose the job you did? Were you able to change jobs when you wanted to? Were you able to ask for help and advice? Did you have to keep learning new skills? 6

7. Concerns About the Future What concerns do you have about your teenager’s future? What concerns does your teenager have about their future? www.youtube.com/watch?v=u2ZPjBRUrCA&lr=1 Source: National Career Development Week 7

8. Your Future: How many of you… … knew at 16 years of age what you wanted to pursue? … are doing now what you thought you wanted to do when you were 16? … made important career decisions based on researching and reading labour market information? … are where you are now, at least in part, because of a chance encounter or unplanned event? 8 Source: “Lasting Gifts” Canadian Career Development Foundation

9. Positive Uncertainty H.B. Gelatt describes ‘positive uncertainty’ as: the ability to recognise and accept that the future is uncertain; and at the same time, be positive about it. Source: Gelatt & Gelatt 9

10. Attributes that young people need… Persistence Resilience Enterprise Drive Ambition is the path to success, persistence is the vehicle you arrive in. ~ William Eardley IV When one door of happiness closes another opens; but often we look so long at the closed door that we do not see the one which has been opened for us. ~ Helen Keller In order to succeed, your desire for success should be greater than your fear of failure. ~ Bill Cosby 10 It is not in the stars to hold our destiny but in ourselves. ~ William Shakespeare

11. Preferred Future Source: “Lasting Gifts” Canadian Career Development Foundation 11

12. A career is the paid and unpaid roles across the lifespan; life roles; leisure; learning; work What is a Career? 12

13. How do students learn about careers? Self Development –Understand yourself: your interests, skills and values Career Exploration –Find out about different types of work and learning –Experience different types of work Career Management –Learn how to make a Career Action Plan and work towards it www.education.vic.gov.au/careersframework 13

14. High 5 Career Development Messages 1. Change is Constant 2. Learning is Ongoing 3. Focus on the Journey 4. Follow your Heart 5. Access your Allies http://www.youtube.com/watch?v=sNHcXl4IbZQ&lr=1 Source: Career Industry Council of Australia * Developed in 1995 by Canadian career development leaders 14

15. Change is Constant Did You Know…? http://www.splicd.com/cL9Wu2kWwSY/36/74 www.youtube.com/watch?v=YmwwrGV_aiE Source: Karl Fisch 15

16. Change is Constant Labour Market Information on Job Outlook www.joboutlook.gov.au Over 350 occupations with: –Overview and Job prospects –Statistics: growth, earnings, hours, gender/age, FT/PT –Knowledge, skills and abilities –Training and Vacancies Career Quiz Skill Shortages http://employment.gov.au/skill-shortages http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx Source: Job Outlook 16

17. Learning is Ongoing Where do you learn? –Home? School? Play? Events? Other? How do you learn? –By: Doing? Reading? Hearing? Singing? Watching? What about informal learning? What is lifelong learning? 17

18. Learning is Ongoing Source: VCAA 18 Senior Secondary School Pathways:

19. Learning is Ongoing Vocational Education and Training in Schools (VETiS) –Expand opportunities and pathways in senior secondary –Vocational focus –Contributes towards completion of VCE/VCAL –Can combine with a School-Based Apprenticeship or Traineeship http://www.vcaa.vic.edu.au/Pages/vet/index.aspx Source: VCAA 19

20. Learning is Ongoing School-based Apprenticeships and Traineeships –Vocational training that contributes towards a senior secondary qualification –Involves work, vocational training and school studies http://www.vcaa.vic.edu.au/Pages/vet/programs/sbat.aspx Source: VCAA 20

21. Learning is Ongoing QualificationDurationProvider Certificates I-IV0.5 – 4 years FTSchools, TAFE institutes, RTOs, other registered higher education providers and universities Diploma / Advanced Diploma1 – 2 years FTTAFE institutes, RTOs, other registered higher education training providers and universities Associate Degree2 years FTUniversities mostly, but also by some other registered higher education providers, TAFE institutes and RTOs Bachelor Degree3 – 5 years FTUniversities mostly, but also by some other registered higher education providers, some TAFE institutes and RTOs Graduate Certificate / Graduate Diploma0.5 – 2 years FTUniversities mostly, but also by some other registered higher education providers Vocational Graduate Certificate / Vocational Graduate Diploma 0.5 – 2 years FTTAFE institutes, RTOs and private providers Masters Degree / Doctoral Degree1 – 4 years FTUniversities Source: Job Guide 21

22. Learning is Ongoing Source: Department of Education 22 http://education.gov.au/career-bullseye-posters http://www.myfuture.edu.au/Assist%20Others/Activities/Bullseye%20posters.aspx

23. Learning is Ongoing Courses and institutions Further education and training entrance requirements –VTAC entry –Prerequisite studies (e.g. Units 3-4 English studies) –Admission tests (e.g. STAT, ALSET, UMAT,VETASSESS) –Interviews, folios, auditions, aptitude and other special purpose tests, personal statements and questionnaires. Scholarships Special consideration Important dates Source: VTAC www.vtac.edu.au 23

24. Learning is Ongoing Victorian Skills Gateway: –Information about Certificate and Diploma courses –Explains terms about careers and courses –Fees and financial support –Occupation search –Answers to questions http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx 24

25. Focus on the Journey Skills and industries Source: “Hope-Filled Engagement” Poehnell & Amundson 25

26. Focus on the Journey Don’t focus on one destination only Know what you want, but don’t be too sure Be open to changing your mind Recognise that your career journey will be throughout your lifetime Appreciate and value each experience along the way http://www.youtube.com/watch?v=dupKoaFgqGY&lr=1 26

27. Follow your Heart Poll: Is it okay to tell your kids they can do and be anything? http://www.youtube.com/watch?v=ezJWSss-u3Q&lr=1 www.youtube.com/watch?feature=player_embedded&v=_pBygRpGSmo Source: Network 10 27

28. Follow your Heart 28 Ring 1:What are three things you like to do Ring 2: How long is it since you did each thing Ring 3: Does it cost ($) or is it free(F ) Ring 4: Is it planned (P) or spontaneous (S) Ring 5: Do you do it alone (A) or with someone else (SE) Ring 6: Does it involve your mind (M), body (B), spirit (S) or emotions (E) or a combination Adapted from “Guiding Circles”, McCormick, Amundson & Poehnell

29. Access your Allies Adapted from “Lasting Gifts” Canadian Career Development Foundation http://www.youtube.com/watch?v=GeFQjVP-Vxc&lr=1 29

30. How do you identify where young people are most engaged in life? By noticing: what they enjoy doing what can’t they stop doing what they are complimented on where they are engaged what motivates them their favourite things What drives them? 30

31. Broaden ideas for work and career paths Encourage: open-mindedness and discuss their passions and where they could lead learning, we are always learning the possibilities and be positive flexibility exploring (research information) www.youtube.com/watch?v=m9KawhtfORI Source: “School A to Z” NSW Government Education & Communities 31

32. Where is the young person at in their career journey? Don’t know Does know, but I don’t think it is possible! Does know, but needs considerable pathways planning Won’t commit Won’t engage or talk Is………….. 32

33. Being a Good Listener Give your full attention –Stop what you are doing Don’t interrupt –Let your teenager speak Stay as calm as you can –If you’re caught off-guard by what they are saying, breath deeply Listen for emotions –Hear what they are saying beneath the words Give it time –Don’t rush in with your response 33

34. Helping to Set Goals and Plans Career Action Plans: use the three stages of career development: –self-development; –career exploration; and –career management help young people to: –set their goals; –clarify the actions needed to achieve these goals; and –commit to participating in the planned activities 34

35. myfuture The Facts Careers Work and Employment Education and Training Funding Contacts Skills My Guide Build your career profile Explore career ideas Consider career options Develop your career plan www.myfuture.edu.au myQuiz 5 activities 35

36. myfuture Mini Career Explorer Source: myfuture http://myfuture.edu.au/MiniCareerExplorer/index.html 36

37. Other Important Information Source: VTAC Special Entrance Access Scheme (SEAS) Categories: 1.Personal information and location 2.Non-English speaking background 3.Difficult circumstances 4.Disadvantaged financial background 5.Disability of medical condition 6.SALT, REEP and PPP http://www.vtac.edu.au/who/seas.html 37

38. Scholarships and help with fees Scholarships Access and Equity Scholarships Commonwealth Scholarships Merit Scholarships http://www.vtac.edu.au/scholarships/ Help with fees HECS Help VET Fee Help http://studyassist.gov.au/sites/studyassist

39. Key Workshop Messages The crucial role of parents and others play in the career development of young people That career development is a lifelong journey The value of career conversations Engage young people where they are at in life Information and resources are available 39

40. Next Steps Discuss change Discuss the changes that are happening in the community and in their world. What opportunities does change present? Talk to your teenager Help them find out who they are, what drives them, what interests them. Help them to explore their “preferred future” and how they may work towards it. Help them articulate how they want to contribute to their world. 40

41. Next Steps Network Use your networks to give your child opportunities to experience and explore different things. Use labour market information Be aware of the shifting labour market and be predictive about what that may mean for future opportunities. Be an ally Support your teenager on their journey and remind them, and yourself, that is it okay to be uncertain. 41

42. Published byHigher Education and Skills Group Department of Education and Early Childhood Development East Melbourne January 2014 © State of Victoria (Department of Education and Early Childhood Development) 2014 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission. An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. 42