CDANZ Ezine 18 4 Summer 2014 18 4 Summer 2014/CDANZ Ezine...Career Development Association of New Zealand The Ezine, Summer 2014, Volume 18, issue 4 There is an aim for career practitioners

The Career Development Association of New Zealand

The Ezine Summer 2014 Volume 18 issue 4

Dr Paul Wood: O Me, O Life!

President’s Piece

Career Engagement of NZ Career Development Practitioners

The Future of Work: Implications for

people, jobs and careers

The Role of Identity in Career

Development

Celebrating a new life member:

Heather Carpenter

2014 Symposium Impressions: new identities

Do you Tweet, Like, Share or Pin?

Book Review Editorial

A Working Relationship

with ACC

Stevenson’s MOOC

2014 AGM Professionalism

Workshop

Who We Are – Professionalism Survey Results

Stars and Black Holes

And our Branch News

This Issue: Identity


The Ezine

The Career Development Association of New Zealand (CDANZ) represents career practitioners working in a diverse range of roles. Email not displaying correctly? View it in your browser.

Welcome to the December Quarter! Volume 18, Issue 4, Summer 2014 The Symposium and the AGM lie behind us, and we are tacking for Christmas with a tail wind. Time to sail into the uncharted waters of identity. We explore some ideas from experts and your fellow CDANZ members... Read on!

O Me, O Life Dr Paul Wood tells us about his re-evaluation of his own identity... Read more

The Future of Work: Implications for people, jobs and careers Professor Tim Bentley predicts future work commitment will be to professions not organisations... Read more

Career Engagement of New Zealand Career Development Practitioners Dr Dale Furbish has condensed his 2014 Symposium paper for us all... Read more

Do you Tweet, Like, Share or Pin? Andrew Tui's NZ career practitioner use of social media survey results... Read more

The Role of Identity in Career Development Val O’Reilly reflects on Professor Polly Parker's presentation at the 2014 Symposium... Read more

2014 Symposium Impressions Susana McKernan, Charissa Smith & Becky Steel on the event, as

Regular Columns

Editorial The Secret Sauce President's Piece Who are we and what do we want Stars & Black Holes What's stellar and what is vamping our energy Career Practitioner Stats Feedback from the Professionalism Survey Branch News Updates from some of us Reviews Book Review


new members... Read more

Celebrating a New Life Member Kaye Avery tells us about a Professional member who has rendered outstanding service to the Association and the industry: Dr Heather Carpenter... Read more

2014 AGM Professionalism Workshop The professionalism team, via Julie Thomas, reports back on the “Who are we, and what does professionalism mean to us?” workshop discussions... Read more

Stevenson’s MOOC Sam Young explores Stevenson University's new Career Architecture MOOC... Read more

A Working Relationship with ACC Shane Heasley tells about CDANZ's ACC National Office engagement to support those who work in the area of vocational rehabilitation... Read more

CDANZ 2014 Career Symposium Papers The papers that authors have shared are online... Click here

Next issue: "Career Training" If you have ideas, research, PD or a burning need for PD hours and are a dab hand with the keyboard, please email [email protected] to write something for the Summer issue. Submissions needed by 19 February 2015, with a short author by-line (see other articles for examples) and a small head & shoulders photo. All details can be reviewed online here.

Go to this issue here. Go to the newsletter

webpage here Download the entire issue

here

Career Development Association of New Zealand www.cdanz.org.nz The Ezine, Summer 2014, Volume 18, issue 4

Editorial – The Secret Sauce

In this issue, we have been thinking deeply about identity. And I have been pondering who we are.

Our recent symposium was held in Auckland, on the theme of Identity. We had some stellar speakers, some great korero, caught up with colleagues and even had some unexpected entertainment.

The symposium sparked a question within me about why it is so important to know who we are: what is it that we do? What is our ‘secret sauce’? I have been mulling this over since.

I have had some thoughts – almost questions, really – and I would like to share them with you.

Alison King wrote an article called “From the Sage on the Stage to Guide on the Side” (1993). In adult education circles this has become a catch phrase for teachers stepping back and allowing discovery, for allowing real, active learning. Alison defined active learning as “simply means getting involved with the information presented; really thinking about it (analyzing, synthesizing, evaluating) rather than just passively receiving it and memorizing it” (1993, p. 31). We have to dig in, and get our hands dirty. Someone can’t just tell us what to do and that’s it; we have to try it for ourselves with our own guide on the side to help us.

Thompson and Rudolph’s (1992) definition of counselling encompasses four components. First, the client’s thoughts and feelings about where they are in their life currently; second, their thoughts and feelings about where they want to be; and, third – if there is a gap between actual and want – the development of plans and actions. The fourth and last component is that reducing this gap must all be led by the client and supported by the career practitioner, which I like to think of as two roles: a seeker – client – and a guide on the side – practitioner (King, 1993, p.30).

Our profession aids others in their journey to find their own identity. I feel we are askers of questions to spark ideas within others. We are not the finders of answers, the brokers, the seekers, nor the sellers. We are provokers, the shifters, the re-framers. We are the mirror for our client to see themselves clearly within.

Could we perhaps say that we are identity guides? I don’t think so, because to me the entire concept of identity lies more in the realm of psychology than career development: our expertise is framed within and boundaried by the world of work. While some within the career development area may also be psychologists or counsellors, the scope of career practice is part of identity; not the whole of it.

Possibly we could be work identity guides. But the apparent clarity and crispness of ‘identity guide’ has vanished.

The Canadian Council for Career Development has defined career development as the “lifelong process of managing learning, work, leisure and transitions in order to move toward a personally determined and evolving preferred future”. This definition leaves out the career development practitioner, which sparked another question for me.


There is an aim for career practitioners to be invisible within the client’s process, so that our focus is on the client’s needs, wishes and desires. As a mirror for our clients, we remain unseen. Perhaps then, as practitioners, we are professional identity mirrors?

An interesting idea. I am not sure if I quite like it, because it feels a bit passive. I find that career practice is a deeply active and collaborative process.

But for arguments sake, if this formed a rough working idea of who we are individually, then who are we, CDANZ, as a collective group of career practice professionals?

Is CDANZ a professional identity mirror? I found that I had no answer.

I think I was unable to answer my own question for two reasons. First, it feels to me that we don’t yet know who the collective ‘we’ of us is; and second, nor do we know quite how ‘we’ add value to New Zealand. To me it feels like ‘we’ haven’t yet carved out our space in our world.

And I suspect that to do that, we need someone to hold up that mirror for us, as a group. Someone to help us, to guide us to find out who we are, and to help us become all we can be.

Who can be our safe pair of hands to hold up a steady and supportive mirror so we can adapt, change and grow? Who can help us discover our ‘secret sauce’?

Sam Young – CDANZ Executive Member, Career Practitioner, Lecturer, Director & Business Consultant Follow at http://nz.linkedin.com/in/samyoungnz

References:

Canadian Council for Career Development (n.d.).What is Career Development? Retrieved 6 December 2014 from http://cccda.org/cccda/index.php/the-career-development-profession/what-is-career-development

King, Professor Alison (1993). From Sage on the Stage to Guide on the Side. College Teaching, Winter 1993, Volume 41, issue 1 (pp. 30-35)

Thompson, Charles L & Rudolph, Linda B (1992). Counselling Children (3rd Edition). USA: Brooks/Cole Publishers


President’s Piece Kaye Avery finds our organisation in good heart and asking the right questions.

“Identity” – Who are we and what do we want?

The theme of our recent Careers Research and Leading Practice Symposium came out of a strategy conversation during an Executive meeting last February exploring who we are as an organisation, where we are going and what we want for our members. We recognised the broad potential the topic had for professional development and made the decision to explore ‘Identity’ at our Symposium with our community of practice.

The Symposium and AGM experience was wonderful. It was very evident that the CDANZ community is alive and well and pretty solid in its identity. This was reflected in the depth and breadth of workshop material delivered. More particularly it was evident in the camaraderie present and the feedback that flooded in afterwards. Clearly the topic resonated.

Working with identity is what we, as practitioners, do. But how deeply do we explore this?

As I was driving to a meeting before the Symposium I had these quirky reflective questions about identity going around in my head:

Thinking of our industry: is the ‘we’ that we know, the ‘we’ that our stakeholders know? And is it the ‘we’ we want them to know?

Most importantly, is our self-awareness, our motivation and our skill sufficient to establish a congruent self? And will this congruent self, our collective identity, hold true when we reflect it to our stakeholders?

I tried this pattern in many different ways, ‘myself’ as practitioner; the ‘you’ as client/colleague etc - looking at it from different angles. It raised some interesting insights and contradictions for me about personal and organisational brand, about perception and inner-outer development.

I have heard the cynics say that ‘branding’ is a modern phenomenon and in their view, “all superficial rubbish”. However as a practitioner who reflects on these things, I do believe that what happens on the inside is reflected on the outside. In other words, that we create our experience - to some degree. Perhaps you could say, by engaging a ‘Planned Happenstance’ approach.

Many of those who came to the 2013 AGM will remember that Caroline Sandford and I led a visioning workshop to gain feedback and input from members about where they thought CDANZ should be going. The workshop activity was designed specifically to help us get clear about who we are and what we want. It was a very engaging process and we gathered a lot of excellent input. We summarised our objectives as an identity with:

1. Financial Sustainability. To grow CDANZ membership to enable financial sustainability, ample resources and a robust association.

2. An Engaged Membership. To build member pride in our Profession and our Association, and commitment to building a solid future for our profession.


3. Professional Standards. To support the development and maintenance of professional standards within our membership in everything we do and in every area of career practice.

4. Marketplace Recognition. To raise awareness in the public, business and government sectors of the service provided by qualified career practitioners across all areas of delivery.

We have since distilled these down and have created a strategy from which all our initiatives and projects flow. The distillation is also reflected in our Vision Statement.

The ‘we’ that we know will be reflected by our stakeholders across all sectors. They will know who CDANZ is. I’d like to see this demonstrated by Government having a Career Development Strategy for all New Zealanders to ensure that at all ages and stages of life people have access to good quality career development support and resources; that all large corporations have qualified career people as part of their workforce development teams; that being a career practitioner is an attractive vocational proposition; that practitioners get lots of work and work that incorporates a broader lens, higher pay, and greater respect and acknowledgement for the work they do; and finally that our association thrives, with a set of New Zealand specific Practice Standards in place and a diverse membership in the thousands.

As I reported at the 2014 AGM, if I sound ambitious, I am. We all are. We on the Executive see great potential for our industry and we are committed to the CDANZ vision, which is:

Excellence in career development across diverse fields of practice through sustainability, professionalism, and advocacy - for all New Zealanders.

Kaye Avery – CDANZ President, Career Coach, Master NLP Practitioner & Trainer/Facilitator

Follow at http://www.linkedin.com/pub/kaye-avery/17/43/378


O Me, O Life!

Dr Paul Wood tells us about his re-evaluation of his own identity.

Human beings are capable of reaching such great heights and achieving feats beyond imagination, yet we are so often our own worst enemies when it comes to setting ourselves artificial limitations and short-changing our potentials. We give ourselves labels and develop identities that are often built on self-defeating and distorted beliefs, and as a result, we lock ourselves into mental prisons of who we think we should, or deserve, to be.

My personal journey of transformation from high-school dropout, to being an inmate in a maximum security prison, to being a student of psychology, to receiving my doctorate and being a professional, is an example I use to show that self-perception leads to self-fulfillment. Who we believe we are motivates us to certain decisions and behaviors, and to begin the process of real change we need to free ourselves from personal constructs that keep us from making the right choices.

The Five Steps to Freedom is built on fundamental truths about who we are as people and what we can achieve. To obtain real change we need to be able to identify the things that hold us back – our mental prisons – and learn the tools that will enable us to live free.

It took a meeting with one of New Zealand’s most accomplished safe crackers to challenge my understanding of who I was. It was about two years into my sentence when one day in the yard he presented me with two objects of unequal weight and asked which would hit the ground first if they were dropped at the same time. The result blew my mind, and it was this simple catalyst that started my journey towards the hunger for knowledge that would lead me to question the identity I had assumed for myself and strive to be a better human being.

Before this event I had never questioned my thinking, and it made me wonder what else I could be wrong about. For example, it was only when I saw myself as someone who could succeed academically that studying for a degree became a possibility. I stopped thinking that an education was something not applicable to me, and believed that I was a person who could - and wanted - learn. This, in turn, changed many ideas that I held about what a person like me could achieve in life.

Who you are today is the result of the past, but who you choose to be in the next hour or the next day, is determined by understanding who you are and making conscious decisions to be who you believe you can be. It is only when we see that we are free to shape our futures when we allow ourselves to being the journey towards change.

The ability to break out of one’s own mental prison is also driven by how likely we think we will succeed. Many people choose not to break free because they think that change is impossible. They view themselves as failures even before they start. Breaking free is only possible when there is real emotional commitment to change. To do that you need to focus on “why” you want to change. Not why others think you should change, but why you would want to change for you.

People who want to get out from actually breaking free of their mental prisons are thinking about change as something that occurs in some distant future. They see as a solution that happens to a


person in a place and time, with all the right factors in place. The problem with this is that change starts to feel like it is beyond your reach. It’s tomorrow. Next month. Next year.

Successfully making your escape also involves setting a goal, creating an action plan, beginning action, monitoring performance, evaluating performance in comparison to a standard, and on this basis changing one’s approach or goals. Understanding how a person like yourself would act in certain situations, and what your triggers and rewards are, is essential to be able to create a plan that will work.

The American poet, Walt Whitman (1921, p. 256), has a poem entitled “O Me! O Life!” which is a reflection on personal purpose and expectations of life. Whitman reproaches himself for being foolish and faithless in a world that is unforgiving and asks: What good amid these, O me, O life? What good is a person like me in a world like this? His answer is one that inspires. When we accept who we are and can be, we will be able to see what we can contribute to life, and that the purpose of life is to live.

Dr Paul Wood – Principal Coach & Consultant, Switch Coaching & Consulting Follow at nz.linkedin.com/pub/dr-paul-wood/14/690/92a

Reference: Whitman, Walt (1921). Leaves of Grass: Poems of Walt Whitman. USA: Modern Library.

Career Development Association of New Zealand www.cdanz.org.nz The Ezine, Autumn 2014, Volume 18, issue 1

The Future of Work: Implications for people, jobs and careers Tim Bentley predicts that in the future work world, commitment will be to one’s profession rather than to any organisation.

You don’t have to be a crystal ball gazer to know that the work lives of the next generation are going to be unrecognisable from the way we think about work today. As the title of future of work guru Lynda Gratton’s most recent book on the subject proclaims: ‘the future of work is already here’. Indeed, the nature of work is changing before our eyes, and it is crucial for our economic and social wellbeing that New Zealand businesses don’t get caught unawares by a tidal wave of change.

In this brief essay, I outline some of the forces for change and consider their impact on the nature of future work, with a particular emphasis on the implications for workers and their careers. I will also briefly introduce AUT Business School’s Future of Work Programme, which seeks to understand the impacts of changes and seeks to inform policy and help organisations leverage new ways of working.

In the future we will see a more flexible, collaborative and increasingly insecure workforce. In the future, no one is going to pay you just to show up. Organisations will increasingly rely on the participation of older workers in the workforce. Businesses will be run by a generation with different values to their predecessors and we will see a greater representation of women at the head of our organisations. These workplace changes are driven by new digital technologies, globalisation, environmental pressures, changing workforce demographics and new forms of social interaction and organising. These forces have a growing impact on the structure of employment, the nature of work, and the demands for skills, and are shaping both career choices and the very notion of what a career is.

Future of work forces strongly impact the way work is organised – how, when, with whom, and where people work – and the demand for different goods and services, and ultimately for skills. ICT has revolutionised how work and business are done. New markets have developed and technology has given people greater autonomy and flexibility at work. New digital technology has changed where work is located. The ability to work remotely, including telework and work in the fast growing digital work-hub space, is rapidly changing the way we think about work – that is, what we do, not where we are. The digital generation will not want to work in the way we do, and the commute may seem a foolish waste of productive or leisure time to our children and grandchildren! Technology is also affecting what is taught in schools and in higher education, how it is taught and where it’s taught.

Globalisation is an outcome of technological change, but is an important drive of workplace change in its own right. Outsourcing has grown considerably due to low transport and communication costs. ICT advancements have allowed work to be distributed on a global scale, and the reality of a single global market for everything is not so far away. We are now much less constrained by global boundaries and everything – including careers – is mobile.

Demographics are another major driver of workplace change. The workforce is becoming increasingly diverse, with growing ethnic diversity due to globalisation and the need for immigrant labour. Employers now need to manage up to five different generational cohorts, each with its


own needs and expectations regarding work and careers. The aging population means people will have to work beyond traditional retirement age if we are to meet our national workforce and skills needs. So how will we replace the retiring Baby Boomers and their skills with fewer people coming into the workforce from our NZ population? Our options are simply these: retain older workers, attract more women into the workforce, increase immigrant labour. Each of these options have workplace implications. Career implications from these future of work forces include the decisions about when to retire or whether to seek a graduated retirement path. Certainly retirement behaviour is changing. We have moved from the acceptance of early retirement in the 1970s and 80s to the current drive to delay retirement and extend eligibility for super beyond 65.

Future of work forces and workplace changes have important implications for skill demands. In the same way we could have never predicted what some of today’s jobs would be, we cannot claim to know what jobs in the future of work will look like. What we can do is ensure that future workers have the necessary set of core skills and competencies to be successful in the future of work. As ever, core skills of numeracy and literacy will be essential. Other skills and competencies include: adaptability and flexibility; communication skills and relationship building competency; cross-cultural skills and cosmopolitan competence; problem-solving skills and competence for novel thinking and ambiguity; trans-disciplinary skills and interdisciplinary work competence; team working and competence in cooperation and collaboration.

So what of careers? Those coming into the workforce now and in the near future will enter a work world with more global markets, meaning working overseas and away from home for long periods can be expected for some occupations. There will be an increasingly permeable boundary between work and home-life. Indeed, the 9-5 workday will be largely outmoded. Work will be less secure; workers can never again expect a job for life with work increasingly freelance. This means individuals will be responsible for their own career development and for updating their skills. We will see more flexible organisations and work arrangements such as telework becoming more common as culture and management practice catches up with technological capability.

What role do these factors play in career perceptions, in how we determine our career path, and for career customisation? Certainly, the individual will be in charge of their career – not the organisation. They will be highly mobile and will work across multiple projects and work teams. Commitment will be to one’s profession rather than to any organisation.

The AUT Business School’s Future of Work programme seeks to address these and other problems through a multidisciplinary project involving collaboration between some 30 or so academics and industry and government partners. To learn more, please visit our website: www.workresearch.aut.ac.nz

Professor Tim Bentley – Director, AUT Future of Work Programme and NZ Work Research Institute


The Role of Identity in Career Development Val O’Reilly reflects on Professor Polly Parker's presentation at the 2014 CDANZ Symposium.

The 2014 National Symposium for Research and Leading Practice on 17 November saw the culmination of months of planning, preparation and participation to ensure you had access to the best of what's current in our industry. Plans are already underway for 2015. For those of you who couldn't make it in 2014, check with your Branch Chair for the recordings of the keynote addresses. Workshop Power Points are available on the website.

This article reviews the keynote address by Professor Polly Parker who leads the management cluster within the Business School at the University of Queensland. Her thought-provoking presentation focussed on the role of Identity in Career Development.

Polly spoke about the notion of identity using the metaphor of a sturdy stool with three balanced legs: 1. Your identity 2. Your clients' identities 3. Your collective identity.

The first leg of the stool, individual identity, is about who we are and what roles we consider. Polly reminded us this is an ongoing renegotiation throughout our lives. She pictured her grand-daughter happily rolling out the baking dough on the kitchen bench. Perhaps the child's identity was related at that point in time to thoughts of becoming a chef? Perhaps an activity at a different time might stimulate other ideas?

In relation to the second leg of the stool, working with clients, Polly illustrated that understanding their identities can be facilitated by use of the Knowing-why, Knowing-how and Knowing-whom model (Arthur, Claman, DeFillippi, & Adams, 1995). Knowing-why is about the motivation to work, the core concept of the individual self, lived experiences, capabilities and aspirations. Knowing-how is about job-related expertise and helping the client through use of expert counselling skills. Knowing-whom is the critical aspect of relationships; a shared understanding which enables those involved. Particular influences on identity which she emphasised were self-esteem and self-confidence. The relational nature of identity work involves both "meaning and mattering".

The third leg, the collective identity involves shared values, a sense of belonging, and the spirit of enquiry to learn, negotiate and contribute. There are of course responsibilities; the need for accountability, professional standards and an understanding of capabilities and competence.

The relevance for our CDANZ context is clear. As a career community we have "a potential identity workspace to support individual and collective identity development". We have "a shared repertoire" and the opportunities to negotiate and manage different ways of engaging with people in different communities. The role of identity in career development? Fundamental.

Val O’Reilly – CDANZ PD, Professional Member, Life-Story Director Follow at nz.linkedin.com/pub/val-o-reilly/24/533/392/

Reference: Arthur, M.B., Claman, P.H., DeFillippi, R.J. & Adams, J. 1995, "Intelligent enterprise, intelligent careers", The Academy of Management Executive, vol. 9, no. 4, pp. 7.


Career Engagement of New Zealand Career Development Practitioners Dr Dale Furbish gives us a condensed version of the paper he presented at the 2014 CDANZ National Symposium for Research and Leading Practice in Career Development. The complete paper is available on the CDANZ 2014 symposium webpage.

Engagement in employment has been a popular topic over the past few years (Macey & Schneider, 2008; Saks, 2006; Schaufeli & Bakker, 2010; Thomas, 2009). Defined in various ways, engagement is generally considered to be the degree to which one is attracted to and is stimulated by one’s job. From an organizational perspective, engagement is considered desirable since it reflects the degree of employees’ commitment to employers’ goals and values, reflecting motivation for contributing to organisational success, while at the same time enhancing their own sense of well-being (MacLeod & Clarke, 2012). Engagement is also a significant issue. A recent Gallup poll reported that only 30% of US workers are fully engaged in their work (Gallup, 2013). While the concept of engagement has often been applied within organizational contexts, Pickerell (2013) has extended the notion of engagement to reflect the degree to which individuals are committed to their work. Engagement, in a broader sense, is not limited to only employees working within an organisation. Engagement is the product of the multiple life roles that one possesses. Engagement, or lack of engagement, in non-employment roles influences engagement on the job, and vice versa.

Against this backdrop, Pickerell (2013) used the career engagement model (Neault & Pickerell, 2011) to investigate the career engagement of Canadian career practitioners. Career engagement “is defined as the current emotional and cognitive connection to one’s career; it is a state in which one is focused, energized, and able to derive pleasure from activities linked to work and other life roles” (Pickerell, 2013, p. 4). It is the state of being attracted and committed to, and fascinated, stimulated, and absorbed by the activity. Career engagement is the product of two variables; challenge and capacity. Challenge is characterised by the perceived demands placed on a person. Within the model, challenge has two aspects, referring both to the level of difficulty associated with a task, or set of tasks, and whether or not tasks are stimulating, fascinating, and/or invigorating. Capacity refers to the resources one has to meet those challenges. It is one’s ability to meet, or withstand, the challenges life presents. It is composed of an individual’s level of skill, knowledge, and education; the availability of sufficient resources such as equipment, money, and time; relationships with supervisors, colleagues, friends, and family; level of optimism; and work-to-life and life-to-work interference / conflict.

The model “demonstrates that career engagement is realized through the dynamic interaction between the challenges one is experiencing and the level of capacity to face those challenges. Insufficient challenge results in movement out of the zone of engagement towards feeling underutilized; too much challenge results in feeling overwhelmed” (Pickerell, 2103, p.17).

Importantly, the career engagement model conceptualizes the holistic nature of career. Challenges and capacities occur both in employment and in other life roles, such as parent, child, and partner. Since the relationships are dynamic, issues emerging in life roles other than employee or worker can result in engagement concerns “on the job”.


In order to investigate the career engagement of New Zealand career development practitioners, data were collected from a sample of active practitioners employing a parallel methodology used by Pickerell (2013). Ethics approval was obtained from the AUT Ethics Committee (AUTEC) since data were collected from people.

A request for members of the Career Development Association of New Zealand (CDANZ) to participate in this study was made to the CDANZ Executive and approved. An e-mail invitation to participate was sent to all members of CDANZ (N=504) by the Association’s Administrator. The invitation explained the purpose of the study and requested those who were interested in participating to access a Survey Monkey web site via a link provided in the invitation. The CDANZ Administrator sent a reminder to the CDANZ membership two weeks after the initial invitation and reminders were placed in the CDANZ Newsletter. A total of 110 (22%) CDANZ members responded. There were 21 males (18.9%) and 89 females (80.9%). Two (2; 1.8%) were under 30 years of age, 27 (24.3%) were between 31 years and 47 years, 78 (70.3%) were between 48 years and 65 years and 4 (3.6%) were over 66 years. In terms of years of experience in career development related employment, 2 (1.8%) had been employed less than 1 year, 17 (15.3%) had been employed between 1 and 4 years, 28 (25.2%) had been employed between 5 and 9 years, and 62 had been employed for 10 years or more. The largest sector of employment was Private (n=23, 20.7%) and the smallest was Military (n=1, .9%).

Engagement scores were calculated from responses to the Career Engagement Survey using the protocol developed by Pickerell (2013). As seen in Table 1, a high percentage (37.3%) of respondents are considered very engaged, that is they possess capacities to meet challenges. Another relatively large number of respondents can be considered engaged, but somewhat overwhelmed (32.7%; more challenge than capacity) or underutilised (12.7% more capacity than challenge). Smaller numbers were considered engaged but slightly overwhelmed (11.8%) or slightly underutilised (3.6%). Only 2 (1.8%) of the respondents were out of the range of engagement, and considered to be slightly overwhelmed.

Table 1: Levels of Engagement

Level Frequency Percent

Very Engaged 41 37.3

Engaged but Somewhat Overwhelmed 36 32.7

Engaged but Somewhat Underutilised 14 12.7

Engaged but Slightly Overwhelmed 13 11.8

Engaged but Slightly Underutilised 4 3.6

Slightly Overwhelmed 2 1.8

Total 110 100

Although New Zealand career development practitioners generally appeared to be engaged, their open-ended responses on the Survey of Career Engagement suggested aspects of their careers that potentially interfered with engagement. With regard to factors that contributed to feelings of being overwhelmed, common themes were high work load, lack of resources, managerial expectations, and administrative responsibilities. Factors that contributed to feelings of being underutilised were lack of advancement opportunities, restrictions placed on services by funding organisations, and not being involved in managerial decisions. In general, most participants


reported that they felt engaged in their career and believed that most other career practitioners are also engaged. Life roles of parent, grandparent, student and worker in a second job were identified as other life roles that contributed to feelings of being overwhelmed.

The purpose of this study was to investigate the career engagement of New Zealand career development practitioners. The approach replicated a study of Canadian career development practitioners.

Overall, New Zealand career development practitioners appear to be engaged with their career. Although specific factors that contributed to feelings of being overwhelmed or underutilized were identified, scores on the Survey of Career Engagement did not suggest significant levels of disengagement. Although overall levels of engagement were found to be similar to a Canadian sample of career practitioners, the New Zealand sample in general reported higher levels of engagement. This could be due to the larger number and greater diversity of career practices in the Canadian sample. Yet, differences may also be attributable to the more flexible work environment experienced by New Zealand practitioners. Large numbers of the Canadian sample were employed by government agencies, where perhaps less flexible working conditions exist. Many of the New Zealand sample were employed in private practices, thus potentially allowing an element of flexibility to attend to other life roles that contribute to holistic career engagement.

A limitation of the current study was absence of significant numbers of career practitioners who are employed in secondary education. Often these practitioners have multiple roles in their schools, which could contribute to lower engagement in their career practices. Secondary school career practitioners are underrepresented in CDANZ. The Career and Transition Educators (CATE) is the organization to which most secondary school career practitioners belong. The Executive of CATE was contacted to invite their members to participate. However, despite initial agreement, CATE did not distribute the invitation to participate to its membership. This group comprises a large number of New Zealand career practitioners and it is recommended to survey them in the future.

Dale Furbish – Senior Lecturer, AUT Graduate Diploma in Career Development and CDANZ Life Member.

References:

Gallup (2013). State of the American workplace. Retrieved from www.gallup.com%2fservices%2f176708%2fstate-american-workplace.aspx

Macey, W. H., & Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology, 1(1), 3-30. doi:http://dx.doi.org/10.1111%2Fj.1754-9434.2007.0002.x

MacLeod, D. & Clarke, N. (2012). Engaging for success: Enhancing performance through employee engagement. Retrieved from http://www.engageforsuccess.org/wp-content/uploads/2012/09/file52215.pdf

Pickerell, D. (2013). Examining the career engagement of Canadian career development practitioners. (Unpublished PhD dissertation) Fielding Graduate University, Santa Barbara, CA.

Neault, R. A., & Pickerell, D. A. (2011). Career engagement: Bridging career counseling and employee engagement. Journal of Employment Counseling, 48(4), 185-188.Retrieved from http://dx.doi.org/10.1002%2Fj.2161-1920.2011.tb01111.x

Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600-619. doi:10.1108/02683940610690169

Schaufeli, W. B., & Bakker, A. B. (2010). Defining and measuring work engagement: Bringing clarity to the concept. In A. B. Bakker & M. P. Leiter (Eds.), Workengagement: A handbook of essential theory and research (pp.10-24). New York, NY: Psychology Press.

Thomas, K. W. (2009). Intrinsic motivation at work: What really drives employee engagement (2nd Ed.). San Francisco, CA: Berrett-Koehler.

Career Development Association of New Zealand www.cdanz.org.nz The Ezine, Season 2014, Volume 18, issue x

Do you Tweet, Like, Share or Pin?

Andrew Tui talks us through his survey of New Zealand career practitioner use of social media technology. Presented at the National Research Symposium in Auckland on 17 November

I confess. I love using social media and have dabbled with numerous platforms since first being introduced to Facebook in 2007. Technically I am classed as belonging to Generation Y (or Why Not?) and I am also on the cusp of Generation X. Yes, I enjoy having an iPhone, take the occasional selfie, use hashtags in my status updates and liberally sprinkle emojis in messages. Despite this I do not claim to be a social media or tech expert, but have a curiosity for understanding how free-floating messages in cyber-space can impact on human interactions.

It is astonishing to think that seven years ago a social media consultant or advisor didn’t exist, but all of sudden this role has become hot property in the current world of work. I recall having hearty conversations with my colleagues around four years ago and we were debating whether social media was simply a fad or something more influential.

When I began incorporating social media technologies into my practice, I began reflecting on the implications this had on how I communicate not only with clients, but also with my colleagues, peers and employers. LinkedIn became the online CV and the place for professional networking, Twitter allowed you to follow companies of interest, Facebook was great for showcasing your talents with others, and Instagram was a trendy way to illustrate your products and services in visual form.

I was intrigued. After running a LinkedIn workshop for members of the Auckland branch of CDANZ and having chats with practitioners in the industry, it became clear to me that we were experiencing and using social media in different ways. This ranged from practitioners who confidently use it daily in their practice, to those who are reluctant and sceptical about its purpose.

This realization prompted to undertake a survey of career practitioners in New Zealand to gauge how we are using social media technologies in our practice. At that point there was no academic research from New Zealand relating to social media and career practice. Globally this piece of research was limited too.

I conducted the survey in September and collected the findings through the online collection tool Survey Monkey. A total of 132 practitioners attempted the survey with 119 completing it in full. I went on the present the findings at the Careers Research Symposium held at AUT on 17 November.

The general conclusions from the survey were:

Increased usage and acceptance of social media by career practitioners

Despite the high rate of acceptance, the use of social media technologies appear limited and restricted to commonly used platforms

Limited application may be related to concerns about having time to use social media, lack of knowledge of how to use the technologies, and privacy connected with social media

Career Development Association of New Zealand www.cdanz.org.nz The Ezine, Season 2014, Volume 18, issue x

As a result the impact of social media technologies is unclear at this stage

The use and perceived impact from social media may change with with the application of specific social media training and development for practitioners who previously may have had limited opportunities.

It is my hope the survey findings will provide impetus for practitioners to reflect thoughtfully about how they may wish to incorporate social media into their practice. We do not need to experts, but have a duty to our clients to know the etiquette around social media in relation to online brand and how we communicate with others. The reality is that it is social media is here to stay and we must stay adapt and stay up to date, as is the state of our constantly changing world.

A link to the full report can be found on the Ezine page.

Andrew Tui – CDANZ Professional Member, Career Practitioner Follow at http://nz.linkedin.com/in/andrewtui


Celebrating a New Life Member Life membership is a rare honour and granted to a Professional member who has rendered outstanding service to the Association and the industry.

At this year’s CDANZ AGM on 17 November, members voted to revise the membership structure. Under the new structure the title of “Fellow Member” changed to “Life Member”.

Until the AGM last month we had one Fellow – Dr Dale Furbish – who will now become a Life Member.

Life membership is a rare honour and granted to a Professional member who has rendered outstanding service to the Association and the industry.

4.6.1 Life members shall retain their membership rights and privileges but shall no longer be required to pay the annual membership subscription.

4.6.2 This membership category is designated LMCDANZ.

With the passing of the remit the CDANZ Executive wanted to honour another member. Although there are many members within our Association who have made enormous contributions to the industry, we felt that we would like to offer it to someone who has grown a reputation outside of CDANZ as well as within it.

We therefore selected Dr. Heather Carpenter to take this honour – a CDANZ membership - for ‘Life’.

Heather Carpenter studied the Post Graduate Diploma in Counselling and guidance in the 1980s. She became fascinated with the research area of unemployment – and employability (before this word was widely used). She worked at UNITEC in work transition programmes, gradually moving into leadership roles in the 1990s, managing Student Services which included careers, schools liaison, and a number of cost centres.

In the 1990s Heather also designed her first career decision-making programme, ‘Futures’. She sensibly broadened out her understanding of careers by completing a Masters in Commerce which led her to her specialty study of Career Management with Kerr Inkson.

Self employment followed, as a careers counsellor, trainer, and consultant and Heather moved to the Hawkes Bay. It was here that she undertook her PhD which focused on the competencies and attributes required for work in the 21st century. Heather has recently published a wonderful book; Your 21st Century Career which has wide appeal with students and adult employees alike. She also wrote The Career Maze – Guiding your Children towards a Successful Career.

On her website www.thecareermaze.com, Heather offers a Career Management Guide with Unit One focusing on employability and self-management competencies, namely self-management skills, project managing your study, understanding employability, and developing the Professional YOU.

Heather has also been President and Treasurer for the CDANZ branch in Hawkes Bay. She has been highly entrepreneurial, running numerous workshops all over New Zealand, working for Otago Polytechnic on the degree programme for Career Practice, and now in the area of


undergraduate APL and Professional Practice degrees – this is work Heather sees as the transformational education required for 21st century work.

Informal mentoring and encouragement of new and developing practitioners in the careers field has occurred along the way and remains a strong interest.

Congratulations again, Heather, and thank you for your long term commitment to the careers industry.

Kaye Avery – CDANZ President, Career Coach, Master NLP Practitioner & Trainer/Facilitator Follow at http://www.linkedin.com/pub/kaye-avery/17/43/378

CDANZ Life Members, Dr. Heather Carpenter and Dr. Dale Furbish.


2014 AGM Professionalism Workshop

The professionalism team, via Julie Thomas, reports back on the “Who are we, and what does professionalism mean to us?” workshop discussions.

What do you get when seven Professionalism Project working party members run a workshop with 60 engaged CDANZ members? Rich and stimulating presentations and discussions, and a need to adapt the workshop plan on-the-spot!

After Val O’Reilly and Julie Thomas gave the background to the Professionalism Project and workshop objectives, Robyn Bailey posed the question “Are we a profession?” The definitions of “profession” generated much discussion on the elements that have currency and which are less applicable for CDANZ in this next stage of our professionalism journey.

Some of the main discussion themes were around qualifications, competencies and ethics. The international trend for higher level qualifications was raised along with the centrality of competencies to qualifications and continuous professional development, and the importance of ethical practice across all the membership sectors. Seen as less applicable was seeking to become a legislated profession; and creating the infrastructure for registration, de-registration and censoring of practise.

Andrew Rimington gave insights about the CICA endorsed professional standards. With the ‘broad church’ of career development practitioners, the emphasis is less on a profession and more on lifting professionals and developing professionalism behaviours. Important to this is professional development framed by the seven competency standards. CICA has recently introduced a voluntary registration system for members of member associations and will share with CDANZ how this works in practice.

The voices from professionalism conversations held to date were shared. Sarah Bond spoke to a wide range of community leaders and Lila Pulsford spoke to tertiary career practitioners. Common themes were: recognition (the need to a recognised and trusted brand, and for the public to understand and value career development); having a point of difference (the need for specific qualifications and standards, and to be different from others e.g., recruiters and counsellors) and results (the need to know the “return on investment” and effectiveness of interventions).

Hana-Maree Lambert spoke with Māori career practitioners, and shared insights about professionalism and cultural identity. Some thought-provoking suggestions in her presentation were the need to: record ethnicity of CDANZ members; establish a Māori body within CDANZ and develop a Māori career development framework. Lee Brodie spoke with private practitioners. Her main theme was around the importance of good quality PD to be better practitioners – with PD on theory, research, big issues and practical hands-on learning (tools and interventions). She challenged us to run professional development that stimulates and stretches members and raised the idea of a CDANZ professional training centre.

Val O’Reilly spoke to 3 Australian school career practitioners who saw only advantages to professional standards – in enhancing the professional profile of people working in career development and in helping to structure PD activities. She sees similar opportunities for CDANZ through working towards implementing professional standards.


Julie Thomas spoke to the CDANZ survey monkey survey results with strong agreement across membership categories for professional standards, and slightly lower levels of agreement for alternative pathways. The main contentions were around the status of qualifications and competencies in the application process.

In summary there was general support for CDANZ to continue the conversations on our identity, and on our professionalism and acting professionally. The questions to continue asking are “Who are we, and what does professionalism mean to us?”

The Professionalism Project working party will reconvene in the New Year to revise our plan for 2015, so expect to hear more from us nationally and at the Branch level.

Merry Xmas everyone!

Julie Thomas – CDANZ Executive Member & Secretary, Business Development Manager, CareersNZ Follow at http://www.linkedin.com/pub/julie-thomas/36/58b/6b3

Apologies for any inaccuracies or misinterpretations. Please feel free to approach the people mentioned directly for more details.

1

Conversations on Professionalism

17th AGMAuckland 2014

To:• examine definitions of “profession” from CDANZ

perspective• share the voices from conversations to date on

professionalism• continue the conversations.

2

Workshop Objectives

2

Purpose of Professionalism Working Party

• To provide vehicle for collaborative discussion with CDANZ members about professionalism in the career industry in NZ.

• Conversations encompass research and leading practice.• Three questions form the basis for conversations:

1. What is professionalism?2. Why does it matter?3. For whom?

3

CDANZ Professionalism Journey

4

1997• CPANZ formed• No careers specific tertiary level quals

2008

• Name change to CDANZ• Introduction of career-specific level 6 qual for

Professional Members

2011

• Realignment of membership categories• Annual PD hours for Professional Members

reduced from 50 to 30 hours

3

Definition of “Profession”

Key/common elements/components from definitions:• Ethical standards/code of ethics• Education and training at high level• Credentialing• Competencies

5

Are we a profession?

4

Definition of a Profession 1Professions Australia

“A profession is a disciplined group of individuals who adhere to ethical standards and who hold themselves out as, and are accepted by the public as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and who are prepared to apply this knowledge and exercise these skills in the

interest of others.

“It is inherent in the definition of a profession that a code of ethics governs the activities of each profession. Such codes require behaviour and practice

beyond the personal moral obligations of an individual.

“They define and demand high standards of behaviour in respect to the services provided to the public and in dealing with professional colleagues.

“Further, these codes are enforced by the profession and are acknowledged and accepted by the community”

Definition of a Profession 2

• “….having a body of knowledge based on abstract concepts and theories and requiring the exercise of considerable discretion, an occupationally controlled division of labour, credentialing procedures, training programmes and an ethic which emphasises doing good rather than economic gain.”

(Freidson, 2001 cited in Scanlon, 2011)

and …

“Making connections between the world of study and the world of work is considered significant.” (Scanlon, 2011 p.246)

5

Professionalism

Professionalism is quite a different standard, and more to do with the actions and process of those engaged in practice. Profession is an objective, externally devised standard. However, professionalism suggests actions and attitudes that career practitioners themselves control. Professionalism is not so much what a practitioner does as the manner in which it is done.

(Furbish & Ker, 2002)

Voices - Sarah

10

6

What Is Our Brand?

What Value do we Provide (ROI)?

7

What Is Professionalism?

Voices - Lila

14

8

15

I agree that you deserve some recognition. Who are you?

Courtesy: Roy Delgado

16

Photo courtesy: Nick Baker http://www.appyhotel.comPhoto courtesy: Chris Jobson http://www.thisiscolossal.com

9

Voices - Hana

17

18

Speak so we may hear the divine essence in your voice

Korero kia rongoi to reo rangatira

10

4 conversations with Māori professional members of CDANZ

• Professionalism and cultural identity – is there a conflict?

• Where do we as Māori sit within the profession? Who are we? How can we develop and tautoko other Māori in Career Development and CDANZ?

• Visibility. Leadership. Mentoring. Networks

• Māori Career Development Framework to support all practitioners working with Māori clients and groups

19

• Cultural guidelines for working with Māori clients and communities

• Raising the profile of the work we do in the Career Development industry

• Perception of Career Development is narrow and siloed and that we are a luxury, add-on rather than a necessity

• Standards or Guidelines critical

• Supervision by Māori for Māori within the profession

20

11

Voices - Lee

21

Voices - Val

• 3 in-depth interviews with 3 Australian school career practitioners

• Questions:– What advantages do they perceive of Professional

Standards?– What disadvantages do they perceive of Professional

Standards?

22

12

Key Findings

• Professional Standards enhance professional profile of people working in career development

• Professional Standards help to structure Professional Development activities for career network groups

• No disadvantages identified

Challenges and opportunities

• Opportunity to professionalise through Professional Standards

• Opportunity to map PD activities with Professional Standards

• Opportunity for collaboration with “like” associations• Challenge to write, publish, educate about, and implement

Professional Standards within time and financial constraints

13

Voices – Julie

25

Voices – Survey Monkey

• What are your views on CDANZ progressing towards the adoption of Professional Standards?

26

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

In favour Against Unsure

Professional

Associate

Member

14

Voices – Survey Monkey

• What are your views on Alternative Pathways to Professional Membership?

27

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

In favour Against Unsure

Professional

Associate

Member

Professional Standards: some views

CICA professional standards too complex – keep ours

simple

What does CDANZ stand for, what is it’s role – loose

association, registration body?

Why spending more time of this?

Need more research and discussion.

Professional standards essential for credibility, pride & to assure funders

& clients

15

Alterative Pathways: perspectivesA

gain

st

• Career specific quals essential

• Lv 6, 7 or degree?

Pos

sibl

e • If robust, fair, transparent, well thought through

• Difficult to measure -RPL?

For • Too much

emphasis on quals

• Recognise relevant skills, exp. & other quals

Discussion: your voice…

• Table group discussion on “professionalism”;• Large group sharing of main discussion points:

• Round of 1 point per table• Repeat round if time.

30

16

Next Steps

Pro

ject

Pla

n

Conversations & communication

Research incl. with Associations

Remits (possible special AGM)


2014 Symposium Impressions: new identities

We asked some of our brand NEW members for their Symposium impressions. They had some very interesting feedback!

Following Professor Polly Parker’s keynote speech, your Ezine team thought it would be good to explore our identity using the “Power of the Outsider”. We asked four new CDANZ members for their impressions.

Susana said “What an inspiring day ... not quite sure what to expect but my expectations have exceeded everything I hoped for the day. The day started with the opening address of Dr Wood, this has set the scene by reminding us of the importance of knowing our own 'identity' which set the tone for the day. I believe, as Career Professionals, it is very important to stay in touch as a collective body which is the essence of the role we play to keep the three legged stool in balance as Professor Polly enthused us to aspire to at all times as everything we do as practitioners are interdependent to the core values in serving our clients and career community. To top it all, meeting colleagues in the industry is what make us a strong Professional Identity. Thank you to ALL the organisers at CDANZ for giving us a day to remember”.

Susana B. McKernan – CDANZ Subscriber Member, Zayed College for Girls

Charissa said “I really enjoyed my first CDANZ conference and learnt something new in each session that I can include in my toolkit. Identity is a significant topic, especially in regards to Youth Development, and I took away some theory and practical advice from the conference that will support me in my work with clients. The sessions were also supportive of my personal understanding of identity. It was great meeting other practitioners over yummy food, who were very relatable. As a first timer I felt welcomed into the professional body and look forward to staying connected”.

Charissa Smith – CDANZ Associate Member, Youth Development Worker at Youthline

Becky said “Like Susana, the CDANZ Symposium exceeded my expectations. It was a fantastic opportunity to select from a wide variety of presenters and workshops either from the research or practice perspectives which provided us delegates with valuable knowledge, insight and inspiration. I was particularly impressed by the wisdom and experience of both keynote speakers (Dr Paul Wood and Associate Professor Polly Parker) who each offered food for thought and a reminder about why we are all involved in the careers industry: to foster the development of positive personal identities among our clients and communities. Of course, the symposium was also a brilliant chance to network with new and old friends and colleagues. I only wish it were two days long in order to be able to attend more of the sessions – we were spoilt for choice.”

Becky Steel – CDANZ Associate Member, Student Employment Advisor at Unitec


Who We Are: Professionalism Survey Results Shane Heasley summarises the results of the member survey conducted in October 2014.

In October, members at all levels of the Association were asked to express their views on two important questions: Should CDANZ work towards the establishment of Professional Standards, and should we explore Alternative Pathways to Membership, for those seeking Professional Membership.

Feedback on these questions captured a broad range of views. Of those that responded, there was a clear majority in favour of the Association further exploring Professional Standards. Views on Alternative Pathways to Membership were more evenly split, however the results leaned in favour of the Association exploring this option further; it was clear however that there will need to be robust conversations moving forward around both ideas.

Core results are summarised below. Over the next few months as we begin to explore both Professional Standards and Alternative Pathways to Membership, it is important for Members to remember that as a Professional Member it is your voice (and vote) that determines as a collective whether or not the Association adopts either - as an Executive, it is our role to promote and facilitate those discussions.

Member views on progressing towards Professional Standards

174

79

816

76

11

36

53

0

20

40

60

80

100

Unsure Against In favour

Perc

enta

ge

Associate Subscriber Professional


Member views on development of Alternative Pathway to Professional Membership

Shane Heasley – Member of the National Executive, Occupational Assessor & Vocational Consultant

13

21

67

0 9

92

11

36

53

0

25

50

75

100

Unsure Against In favour

Perc

enta

ge

Associate Subscriber Professional


Stevenson’s MOOC

Sam Young explores Stevenson University's new Career Architecture MOOC.

You may be aware that the Career Development Association of New Zealand (CDANZ) has a good relationship with CERIC in Canada. CERIC’s Content and Communications Co-ordinator, Catherine Ducharme, lends our quarterly publication, the Ezine, many articles. In July this year when I contacted CERIC about borrowing Satomi Yaji Chudasama’s and Ashley Beaupré’s articles for our Spring issue, Catherine asked me if I would have time to review Stevenson University’s new career MOOC on “Career Architecture”.

Of course, I said “Yes”.

As far as I am aware, this is the first career MOOC on the planet. The first MOOC ran from August 4 to September 8, but Stevenson has left the materials online for viewing. They explain it as “Stevenson University's Career ArchitectureSM MOOC is designed to provide career practitioners with an introduction to our unique development model. Participants will acquire an understanding of the Career ArchitectureSM model through an introduction to the three components: Personal Direction; Discipline Expertise; and Professional Know-How” (Stevenson, 2014c).

When I came into the MOOC’s Blackboard site, there was no clear direction from the landing page as to what my next step was. However, I turned to the side menu and went next to Announcements (empty) and then to Faculty Profiles (a high-powered team), and then to Introduction to Career Architecture.

Here I found a number of videos and articles, arranged in – what I guessed was – viewing order. As I worked through the materials, I realised that what Stevenson were proposing was a wrap-around service from the student’s point of view. In New Zealand we might call this a Whānau Ora approach – a package that supports body, spirit, mind and family, focused on health and well-being (Te Puni Kōkiri, 2014). Beginning at Orientation, Stevenson University spends time determining the student’s core values, and considering what this value-base means in relation to the course path that this student wishes to take, and then logically considering what potential careers might work for each student. After the selection process of determining a career, the student is guided in developing the technical aspects of what they might need for work in their chosen field; technical materials, advice, networking and preparation. The process starts in their first year, and continues as a thread through to their graduation year.

The Introduction section had a logical flow, with each successive resource building upon the preceding one. Taken together, the materials told a clear story about Stevenson’s journey in developing a highly successful campus career service. It told a story of engagement; for example, of 785 graduates for the 2010-11 year, 735 responded to a graduate survey. It told a story of success; only 8% of the 2010-11 graduates was not in work, or not seeking work after a year. It told a story of innovation; the Stevenson Career Connections website allows students to upload their personal marketing materials – resumes and application letters for critique throughout their degree so they are very well prepared before they graduate to apply for positions commencing as they complete their final papers. There is truth in that saying, the first cab off the rank usually gets the fare. Stevenson’s students appear career-ready, prior to graduation, and very employable.


The focus in the introduction appears to be on the Stevenson story. I noted that the materials did not explore any career theory.

The MOOC pages of the course are not well designed. There little use of graphics, a lack of lead-ins to why each item is important, and no explanation as to the purpose each resource serves for the reader. The course layout does not smooth the path for a student new to the online environment: the student needs to guess where they go next. I have shown the Stevenson MOOC landing page and introduction pages here, alongside those of an online leadership course which I teach. If Stevenson were able to layout their materials using better quality and more consistent formatting and features, it would make course navigation less tentative for the student.

Following the Introduction section, there is a section each on the three aspects of the Stevenson’s Career Architecture approach: Personal Direction, Discipline Expertise; and Professional Know-How; followed lastly by a course summary.

The Personal Direction area contained an introductory clip explaining a little more about what personal direction was, then two fairly populist articles on what drives employee engagement (one on Gallup’s 2012 Employee Engagement survey and one from Forbes), and some reflection questions. The student is then taken to some information about strengths, and we get the first taste of some career theory: using Haldane’s Dependable Strength Articulation Process (DSAP) model. This model has the student tell stories of experiences they are proud of to others. The other identify the student’s strengths which arise from the stories. The student then reflects on this, validating or tweaking those external perceptions to fit their self-story. The student then ‘knows’ their strengths and can factor these into their career planning and development (Haldane, 1974; Haldane, 1960).


Stevenson provides some worksheets for students to document their success stories. I would also assume that, during the MOOC, participants would have some kind of forum whereby they could exchange narratives and share feedback with others on the course (however, as the course has closed, this is solely an assumption). This section left me with two slightly troubling thoughts: the possibility of the strengths analysis being done completely without a career professional to assist the student to avoid developing a fixed mindset (the “I am what I am” state which may prevent development); and that Haldane’s work is old theory, which – as far as I know – is not well underpinned by research1.

The video clips that Stevenson have used throughout are of high quality and are very well crafted. They tell the Career Architecture story well. The articles used throughout are accessible and only slightly academic.

There are some materials for mentors and supervisors in the Discipline Expertise and Professional Know-How sections, but these appear pitched to fit lecturers or non-career experts in assisting students in determining their career direction.

Which brings me to my next point. If you are a career practitioner, this course is probably not for you. You might use it for your clients or students, to introduce them to Haldane’s model and as a structure for self-guidance through determining their own strengths.

Finally, while this MOOC is not ideally suited to career professionals, it contains excellent materials and a sound structure for students and [non-career] mentors to learn about themselves and what a wrap-around service needs. I was fascinated by how clearly presented Stevenson’s career architecture was, and how transportable this concept would be to any institution wanting to adopt this type of service. It provides a clear ‘how to’ ensure your students are career-ready when they graduate.

That, on its own, has immense value.

Sam Young – CDANZ Executive Member, Career Practitioner, Lecturer, Director & Business Consultant Follow at http://nz.linkedin.com/in/samyoungnz

References:

Haldane, Bernard (1974). Career Satisfaction and Success: How to Know and Manage Your Strengths. USA: Amacom

Haldane, Bernard (1960). How to make a habit of success. USA: Unity Books

Stevenson University (2014a). Home of Career Architecture. Retrieved from http://www.stevenson.edu/career-success/career-architecture-process/career-architecture-mooc/index.html

Stevenson University (2014b). Career Architecture MOOC. Retrieved from http://www.youtube.com/watch?v=BBPxdP2AMZU

Stevenson University (2014c). [MOOC Site]: Home. Retrieved from https://openeducation.blackboard.com/webapps/blackboard/execute/content/blankPage?cmd=view&content_id=_196_1&course_id=_7_1

Te Puni Kōkiri (2014). In Focus: Whānau Ora. Retrieved from http://www.tpk.govt.nz/en/in-focus/whanau-ora/

1 I would be really grateful if anyone has any recent research exploring this model! Email [email protected]


A Working Relationship with ACC As part of supporting those who work in the area of vocational rehabilitation, CDANZ has engaged with ACC National Office. Shane Heasley reports.

The vocational rehabilitation sector is one of the key employment markets for career professionals in New Zealand, and we see this anecdotally through the vacancies being advertised on the CDANZ website, as well as through our own membership numbers. As part of supporting those who work in the area of vocational rehabilitation, CDANZ has engaged with ACC National Office, to maintain our working relationship with the Corporation, and promote and discuss issues that affect those working in the industry.

A key piece of work for ACC over the past year has been development of an internship programme, for those who are new entrants to the vocational rehabilitation sector (i.e. new graduates, or experienced practitioners without vocational rehabilitation experience). This process saw the completion of one to one consultations between ACC and CDANZ, as well as CDANZ participation and contribution at an industry panel, consisting of other professional bodies, ‘Vocational Rehabilitation Services’ contract holders, and representation from various universities.

The details of the programme will be promoted to Members through the Ezine and National Newsletter in the coming months, and may ease some of the issues members face in entering this field for the first time, as well as develop new opportunities for those graduating from Career Development programmes at various institutions.

Attending the recent CDANZ National Symposium was a great reminder for me that vocational rehabilitation encompasses a broad range of practice; not exclusively focused on ACC delivery. As an Association, it is our role to advocate for our Members working in these various spaces, so if you have any key issues in the vocational rehabilitation space (be it related to work with ACC, in the field of mental health, or supported employment etc), please do hesitate to get in touch.

Shane Heasley – Member of the National Executive, Occupational Assessor & Vocational Consultant


Stars and Black Holes

Our CDANZ stellar reporter, Southern Cross, rounds up what’s glowing and what’s vampiring our world.

1

Symposium ideas! Hecklers

Cup of coffee chats & catch-ups

Dr Paul Wood

Professorships

Digital media

1 With apologies to Kat Brunnegraff & Mobi http://www.getmobi.com/products.php?id=4

Career Development Association of New Zealand www.cdanz.org.nz The Ezine, Spring 2014, Volume 18, issue 3

Branch News

The CDANZ branches update us on activities in the past and coming quarters.

Northland

Recent Branch Events:

On 16 October the CDANZ Northland branch in collaboration with Careers New Zealand ran a successful Capable Whangarei Professional Development event “Northland Labour Market update and Regional Economies and the Future of Work” The presenters were Darryl Jones, Economist, Northland Regional Council, and Dr. Erling Rasmussen, Professor of Work & Employment.

The branch meeting on 22 October in Whangarei skyped in Julie Chiaroni from Dargaville High School. This approach worked well and saved Julie a couple of hours of driving to and from the meeting. We were thrilled to have new member Muriel Willem at the meeting and she updated us on her research with Teen Parents which she has completed as part of her AUT Career Development studies.

In November a contingent of Northland members attended the Research Symposium and AGM. It is intended that these people will feedback highlights of the symposium at our Christmas lunch. Details below.

Upcoming events:

The Northland branch Annual Christmas get together is on 10 December at 1.00pm : Jolt Café, adjacent to Sciadopitys Garden Centre, 460 Maunu Road, Whangarei.

Planned Event for 2015: Wh nau and Careers - 12 March at Te Wananga o Aotearoa, Raumanga Campus, Whangarei. Dr Lynnette Reid and a number of other experts will present along with workshops and panels. This promises to be a very informative and engaging day which is being planned by a steering committee comprising CDANZ members and Careers New Zealand staff.

Membership: 20

We would like to extend a very warm welcome to Andrea Laiman and Susan Needham, both from Workbridge.

Jennifer Ross

Auckland

Membership: 157

Andrew Tui


Waikato


Our branch were recently privileged to have Professor Roger Moltzen, Dean of the Faculty of Education talk to us on "How Birth Order Can Impact on the Development of Talent and the Choice Of Careers."

Professor Moltzen shared interesting personal insights into how birth order had affected his own career choices. The session was rich with personal reflection for all the participants.

We were presented with theories surrounding birth order differences and how the gap between siblings and or modern families have a profound effect on personal career choice. We have all been reminded of the implication birth order may have on our career practice with clients.

An amazing and insightful professional development session which has led to further investigation by those attending I am sure, and will continue to have an impact on our practice for years to come.

Prior to our excellent PD the Branch held the AGM and voted in new officers:

Heather Lowery-Kappes - Branch Chairperson Margaret Norris: Secretary John Oehley: Treasurer

Heartfelt thanks to Jilenna Paekau and Sarah Nash as outgoing Chairperson and Secretary, also to Judy Patterson and Linda Moltzen for their support as committee members. We are looking forward to some exciting PD in the coming year and have already started planning.

Our Branch is Recommending:

"The Occupational Outlook 2014 App", free from MBIE available on Android and iTunes

Oompher who create inspirational videos for young New Zealanders. Check them out at www.oompher.com

Membership: 33

Waikato branch warmly welcomes Cass Hendry, Work Outcomes, Te Awamutu; Linda Nelson Caie, Human Resource and Special Projects, Smart Waikato Trust, Hamilton; Patricia Churchill, Workbridge

Heather Lowery-Kappes

Gisborne/Hawkes Bay

Membership: 23

Eddie Carson

Bay of Plenty

Membership: 34

Peter Beukes


King Country / Taranaki

Membership: 14

Michelle Coronno

Manawatu


On Friday August 29th the Manawatu branch of CDANZ offered its members and other interested participants an opportunity for a full day of professional development with two facilitators hosting separate workshops

The morning session on Myers Briggs Type Indicator was facilitated by Manawatu CDANZ branch member, Tony Vincent.

Internationally recognised as the most validated and widely used personality assessment available, Tony provided an interactive approach to demonstrate the issues of Jungian preference; identified participants’ likely MBTI type; offered supportive observations and feedback; and provided a profile to validate the accuracy of the instrument, with the overall objective being to outline the issues that a practitioner needs to be aware of when fostering professional relationships and working with clients.

We welcomed Sherree Bainbridge, Director of Smarter Living, a motivational coaching and clinical supervision company for the afternoon workshop entitled “Our Relationship with Money”.

Sherree addressed the issue of financial freedom which according to Suze Orman, “Doesn’t depend on how much money we have, true financial freedom is when you have power over your fears and anxieties about money”.

Sherree’s workshop provided us with an understanding of our money personalities; our money values; and our experiences and beliefs about money. We learned that the road to personal financial freedom begins in our head – with what we think!

On 10th October CDANZ Manawatu welcomed Karen Shepherd from The Project Team who delivered an all-day workshop on “Assessing and Planning in Partnership with our Clients”.

This workshop considered how we go about building collaborative partnerships with our clients and how we work alongside them to assist their needs, aspirations and goals.

It considered the values, principles, skills and strategies that support us to develop joint assessments and client-centred and facilitated action plans.

The workshop utilised a collaborative and strengths-based assessment scaling and planning tool designed by The Project Team as a resource to assist in assessing and planning with clients.

Upcoming events:

The Manawatu branch of CDANZ is delighted to welcome back Dr Gretchen Good for another workshop on Friday 5th December. Gretchen is a Senior Lecturer in Rehabilitation, in the School of Health and Social Services at Massey University.

Gretchen’s workshop is entitled “Linking Theory with Practice” and she will investigate the need to bridge the work of researchers and theorists to the work of practitioners in the field of vocational rehabilitation, and specifically in the area of work skills acquisition or vocational training.


Membership: 22

Doug Pitcher

Wellington

Membership: 62

Jenny Miller

Nelson Marlborough

Upcoming Events:

We aim to have our first meeting of the year in January: deciding on a welcome to the new year rather than a Christmas function. Members have been asked to provide PD ideas for 2015, which we will discuss when we get together.

Membership: 24

Sam Young

Canterbury/Westland

Membership: 68

Jan Carter

Otago/Southland

Membership: 46

Glenys Ker

CDANZ Book Review

Author(s) Anne Fulton and Jo Mills Title The Career Engagement Game –

Shaping Careers For An Agile Workforce

ISBN 978-0-473-29992-7 Date 2014Publisher Fuel 50Country New Zealand

Northland RRP Stockists

4 December 2014 Ordering Information

Email [email protected] if you would like details on how to secure a copy.

Reviewer: Jennifer Ross Overview: The Career Engagement Game has been written by the dynamic duo Anne Fulton and Jo Mills

from New Zealand’s very own Career Engagement Group and Fuel 50.

Career Engagement Group’s online software Fuel50 allows employees and their employers to plan a person’s job progression, career opportunities and suitability to stay with the business.

In recent news from New York (September 9th, 2014) we read that the Fuel50 career path software achieved a coveted spot at the HR Technology Conference in Las Vegas in October, being listed as one of five companies worldwide to have developed the most innovative software solutions set to revolutionise the HR industry this year.

Key ideas:

Launched at the HR Technology Conference in Las Vegas in early October 2014, The Career Engagement Game makes a strong business case for organisational commitment to employee engagement through career development best practice. The book is very easy to read with an engaging layout, good use of colour and sidebars. It is possible to pick it up, browse and rapidly gain quick and useful tips. There are plenty of corporate examples and employee case studies which persuasively “tell the story” of the value of career engagement to both the organisation and the individual.

Content: The book is divided into three parts. Part 1 makes the business case for career engagement especially in the context of a rapidly changing global world. Career engagement is the top driver of engagement and leading organisations are investing in career development frameworks to impact their engagement. Part 2 looks at some of the fundamental principles and career frameworks that underpin an organisation’s career pathway programme for employees.

In Part 3 an explanation is given of how to hit the “career sweet spot” through addressing the factors of communication, capability, compatibility and contribution.

Final Comments:

The Career Engagement Game is an up to the minute guide useful guide and will be particularly useful for any practitioners wanting to gain insight into approaching career development from a business perspective. It wo

Documents

CDANZ Ezine 18 4 Summer 2014 18 4 Summer 2014/CDANZ Ezine...Career Development Association of New Zealand The Ezine, Summer 2014, Volume 18, issue 4 There is an aim for career practitioners