1. three dimensions for effective career planning

2. why take it on board? it helps with both curriculum and face-to-face programmes it enables you to find what is useful in your work now it points to opportunities for further development

3. who is it for? anyone whose role is to help learners with career planning - teachers, personal advisers & mentors their programme managers and coordinators the trainers, consultants and local advisers who support this work

4. what is CPI? 3-dimensions for career development CPI-1coverage what do learners need to know? CPI-2processes how do they get it into a form they can act on? CPI-3 influences where are the social and emotional pressures?

5. CPI-1 - what do learners need to know? in face-to-face to work The school-based programme manager organises a parallel set of ‘CRCI’ cards, each on a helpful individual working person. Many are from the families of students. The cards say where and what they do for a living, and when and how they can meet ‘other people’s children’. The manager sets up and follows up direct-and-personal contacts between students and these mentors. Contacts are supported in sharing their relevant experience in the work role – ‘where it’s done’, ‘who is there’, ‘what people do’ and ‘how it feels’. It’s the experience part of LMI. in curriculum The school careers teacher writes an introductory sequence for The Real Game’s ‘The Dream’ – which is about what people want from work. She talks with students about where this learning will be relevant in their lives - who they will be with and how it will - there and then - help their career–planning. She follows up the lesson-sequence with ‘will it work for you in that way?’– in that role (e.g. son or daughter), in that situation (at home), with those people (family) on that task (saying what you want and why). key words experience / location / mentor / relationships / relevance / role / tasks

6. working with CPI-1 getting good coverage (a)what do your learners need to know? (b)how and where do you organise this? (c) who actually provides it? brainstorm :how do we ensure that our learners cover the ground well enough?

7. C PI key elements of coverage facts and experience opportunity what work requires of people, what it offers them - & how it is changing role what people actually do in work - who does what, where & with whom self what the learner has done, can do and wants - & how that changes what do your own learners most need to get to grips with here?

8. CPI-2 - how do learners need to learn? in face-to-face to work The college tutor encourages learners to use story-telling - as part of the preparation and follow-up for personal interviews, as well as when they do the interview. He makes less use of checklists and psychometrics and more use of writing, cartooning, map-making and mind- mapping. He finds that this makes learning processes more varied and engaging. This is because of the way story-telling processes help learners to sort things out and see how one thing leads to another – giving an understanding of causes and their effects. in curriculum The college-based careers-education lecturer expands The Real Game’s ‘Thumb’s-up...’ section – which is about matching self to work. She reworks the section in four stages: (1) an examination of local job ads; (2) a mapping activity locating these jobs in the district; (3) a ‘homework’ where students set down stage-by-stage how they came to their preferred idea; and (4) working with a drama teacher, a practice session using this learning in a role-played selection interview. key words causes-and-effects / mapping / narrative / processes / practice / understanding

9. working with CPI-2 setting up useful processes (a)how do learners learn to learn? (b) how and where do you organise this? (c) who actually provides it? brainstorm:how can we ensure that our learners learn how to learn?

10. CPICPI key elements in processes the learning verbs sensing getting enough to go on siftingmind- mapping what they find - into useful order focusing locating what is important to them & probing it understanding explaining what has happened & anticipating what can happen what do your own learners most need to get to grips with here?

11. CPI-3 - learning for the pressures? in face-to-face to work The Connexions manager liaises with Children’s Trust people about how some young people have come to believe that un-social or domestic roles offer a more acceptable quality of life than being in ‘education, employment or training’. The manager feels that helpers need to appreciate these thoughts and feelings and that they need coordinating into the programme of help. This means that advisers and mentors need a shared view about how young people look for a work- life balance - by seeking in one of these roles what they cannot find in another. Advisers and mentors also need to understand more about how they each contribute to the network of help. in curriculum The school-based programme manager adapts the Real Game’s ‘Starting Out’ section – which is a general introduction to careers education. Its emphasis on inner life-feelings (‘your heart’) and other people (‘allies’) is retained. But the programme manager designs-in real work-related stories, taken from the local media. And this gives a lively and useful introduction to four basic ideas for careers ed: (1) ‘getting the facts’ (what I can know for sure), (2) ‘using my intuitions’ (what I believe but can’t prove’), (3) ‘knowing my point of view’ (seeing the same things differently), and (4) ‘knowing who and what I can most trust’ (back to ‘your heart’ and ‘your allies’). key words beliefs / inner life / intuition / meaning and purpose / network / other people / quality-of-life / trust / work-life balance

12. working with CPI-3 taking account of influences (a) what social-and-emotional pressures on career planning do learners need to appreciate? (b) how and where do you organise this? (c) who actually provides it? brainstorm: how can we ensure that our learners learn how to manage these pressures?

13. CP I key elements among influences inner life and other people feelings that well-up and that take root attachments people it’s hard to ignore background group’s beliefs and values purpose says ‘why I am doing this’ what do your own learners most need to get to grips with here?

14. for our lives C overage P rocesses I nfluences what’s going on finding things out feelings and other people