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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
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The Career Development Association of New Zealand
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
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The Career Development Association of New Zealand
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
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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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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.
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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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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”.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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.
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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
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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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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
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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
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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
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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
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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)
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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).
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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]
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Autumn 2014, Volume 18, issue 1
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Summer 2014, Volume 18, issue 4
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
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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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Spring 2014, Volume 18, issue 3
Waikato
Recent Branch Events:
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
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Spring 2014, Volume 18, issue 3
King Country / Taranaki
Membership: 14
Michelle Coronno
Manawatu
Recent Branch Events:
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.
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Career Development Association of New Zealand www.cdanz.org.nz
The Ezine, Spring 2014, Volume 18, issue 3
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
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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