1. to help you to … > probe ideas that drive our work; > know what is worth defending; > see what needs reform; > find more options for action; > order priorities for your work. DVT 6 Culture updated 16/11/07 careers education and guidance OUT OF THE BOX these ideas in: Careers Education and Guidance Out of the Box at www.hihohiho.com - in ‘the underpinning’ www.hihohiho.com this PowerPoint at: www.hihohiho.com www.hihohiho.com in ‘the magazine’ (in touch) _________ handouts: print in fine colour/ copy in grey-scale

2. what box? …and diagnosis…and well-being…and culture …and learning …and experience …and other people …and curriculum impact employability policy knowing expertise inner life guidance = re-forming = re-establishing …and localcentral

3. requirements & incentives competitiveness & change selection & skills opportunities & access being flexible achieving employability fulfilling functions making choices acceptance & rejection fulfilment & quality-of-life earning & owing consequences for self & others being flexible & coping with stress achieving employability & work-life balance fulfilling functions & realising identity making choices & finding meaning career-development what goes on facts, factors & trends career-management people’s experience dilemmas, problems & conflicts careers-work how we help IAG, curriculum, & informal learning careers workers with three brains both expertise and experience

4. >and local networks ‘gossiping’ all of this into people’s inner lives. appreciating the experience base >more ways to find and exchange information and impressions; >self-propelled ways of making up your own mind about what needs to be done; >in a matrix of enticement and distrust about cultures, commerce and professions; people are dealing with: both policy and and culture >with work-life balancing for fun, family, fairness and (environmental) future.

5. … are like this… … satisfied with how things are … comfortable with big picture … assured & fluent … trust in expertise … a matter of upbringing … abstract possibilities … fulfilment at work … need for more respect … impatient with complexity … tentative and unsure … distrustful of élites … concrete experience … a matter of ‘choice’ … well-being in life about people who… …seek …feel …reflect …talk …believe …associate …reason knowing our clients both impact and diagnosis

6. proximal planning income: … overstretched … …manageable……affluent… beliefs: … pessimistic … …doubtful……optimistic… values: …individual……plural……shared… expectations: …closed……wondering……open… life-style: …constrained……media-driven……liberated… learn-style: …distrustful……compliant……enquiring… work-style: …survival……fulfilment……contribution… economics, cultures and attitudes: both central and ‘local’

7. daughter / friend / lover / consumer / debtor job-seeker / employee / entrepreneur / investor voter / activist / neighbour / volunteer believer / disciple / worshipper / guru every decision is made and every transition is negotiated in role: both inner life and other people being relevant

8. for what? friend where-in-my-life do I need this learning: job-seekermother where? with whom? street mates home daughter interview official looking-goodletting-goholding-on both employability and well-being earning credibility

9. >enabling process - learning how to learn; >ensuring progression - moving forward from basic to useful learning; >working across boundaries - linking learning to both expertise and experience. >getting transfer-of-learning - finding multiple links for using the learning in their lives; developing processes necessary conditions for effective careers work: both guidance and curriculum

10. engaging the learning verbs both knowing and learning sense focus sift finding out checking out understand sorting out working out act gaining sustainable fulfilment getting enough to go on fixing on what needs probing putting into useful order linking effects to causes

11. coverage influenceprocess thinking out of the box more to diagnose - more bases for help other person approach or avoid group pressure deal a role in attachment to understand feelings allegiance influence sort out work out grasp check out process focus sift possible futures possible me know with and for selfopportunity as a mate role attachment as a mate with a friend understand as a mate with a friend needs working out coverage to explain to acknowledge and examine

12. C = coverage for learners to know - so we study, point out and explain; I = influences for learners to deal with - so we enquire, appreciate and explore. P = processes for learners to work on - so we set up, enable and progress; CPI - three-brain thinking less a listed analysis, more an interactive story

13. pushing boundaries expertise experience policy culture impact diagnosis centrallocal Inner lifeother people employabilitywell being guidancecurriculum positions and priorities knowinglearning

14. slow-burn innovation effective - fulfilling, sustainable and useful. a creative LUPE L U P x E = L U P E proximal - up-close to the point-of-use; understanding - linking effects to causes; lateral - looking outside the box; Einstein’s other E?

15. any hope here? probing ideas that drive our work: knowing what is worth defending: seeing what needs reform: finding more options for action: ordering priorities for your work: get more: this ppt www.hihohiho.com/magazine/features/cafculture.ppt on culture www.hihohiho.com/underpinning/cafculture.pdf on learning from experience www.hihohiho.com/underpinning/caffutures.pdf on CPI www.hihohiho.com/moving%20on/CPITxt&Map/cafcpiprjcttxt.html on life-role relevance in curriculum - LiRRiC www.hihohiho.com/moving%20on/cafqca.pdf on creativity - 2008 www.hihohiho.com/moving%20on/cafcreate.pdf for… if ‘yes’ - glad it’s been useful if ‘no’ - you could tell Bill why at www.hihohiho.com yes/no yes/no yes/no yes/no yes/no