SEMINARS SEMINARS SEMINARS SEMINARS FOR SECONDARY FOR SECONDARY FOR SECONDARY FOR SECONDARY SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF CLASS TEACHERS CLASS TEACHERS CLASS TEACHERS CLASS TEACHERS IN SUPPORTING IN SUPPORTING IN SUPPORTING IN SUPPORTING STUDENTS FOR LIFE PLANNING STUDENTS FOR LIFE PLANNING STUDENTS FOR LIFE PLANNING STUDENTS FOR LIFE PLANNING Dr. Chui Yat Hung 崔日雄 崔日雄 崔日雄 崔日雄 Chartered Psychologist Certified Counsellor & Approved Supervisor Registered Social Worker GCDF Global Career Development Facilitator Qualified Trainer Head of Social Sciences and Education Division School of Continuing and Professional Studies The Chinese University of Hong Kong CAREER AND LIFE PLANNING Myths for students • Academic Result is King • University Degree is a must • University Degree == future career • Interest/Dream can’t become career • Dream should be a prestigious career • “I’m who I’m”; “I’ll be who I’m” • Sub-degree is suitable for underachivers CAREER AND LIFE PLANNING Myths for Not Offering Life Planning Service • Don’t have relevant training and resources • Don’t want to do harm on my students • Don’t have time to do it • It’s the job of Career Guidance Team • We can buy services • Life Planning is distracting / meaningless WHAT WILL I DO IN 10 YEARS ? CONCEPTS, KNOWLEDGE AND SKILLS OF PROVIDING CAREER GUIDANCE FOR STUDENT PART 1 What are the major concerns or problems in your work setting? What is career development & planning? Why is it important? • Understand personal competence and attributes • Develop career orientation and life goal • Facilitate self-actualization • Enhance motivation on work/study How to develop career orientation and what is career facilitation? CAREER DEVELOPMENT & PLANNING
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SEMINARS SEMINARS SEMINARS SEMINARS FOR SECONDARY FOR SECONDARY FOR SECONDARY FOR SECONDARY
SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF
CLASS TEACHERS CLASS TEACHERS CLASS TEACHERS CLASS TEACHERS IN SUPPORTING IN SUPPORTING IN SUPPORTING IN SUPPORTING
STUDENTS FOR LIFE PLANNINGSTUDENTS FOR LIFE PLANNINGSTUDENTS FOR LIFE PLANNINGSTUDENTS FOR LIFE PLANNING
Dr. Chui Yat Hung 崔日雄崔日雄崔日雄崔日雄Chartered Psychologist
Certified Counsellor & Approved Supervisor
Registered Social Worker
GCDF Global Career Development Facilitator Qualified Trainer
Head of Social Sciences and Education Division
School of Continuing and Professional Studies
The Chinese University of Hong Kong
CAREER AND LIFE PLANNING
Myths for students• Academic Result is King
• University Degree is a must
• University Degree == future career
• Interest/Dream can’t become career
• Dream should be a prestigious career
• “I’m who I’m”; “I’ll be who I’m”
• Sub-degree is suitable for underachivers
CAREER AND LIFE PLANNING
Myths for Not Offering Life
Planning Service• Don’t have relevant training and resources
• Don’t want to do harm on my students
• Don’t have time to do it
• It’s the job of Career Guidance Team
• We can buy services
• Life Planning is distracting / meaningless
WHAT WILL I DO IN 10 YEARS ?
CONCEPTS, KNOWLEDGE
AND SKILLS OF PROVIDING
CAREER GUIDANCE FOR
STUDENT PART 1
What are the major concerns or problems
in your work setting?
What is career development & planning?
Why is it important?
• Understand personal competence and attributes
• Develop career orientation and life goal
• Facilitate self-actualization
• Enhance motivation on work/study
How to develop career orientation and
what is career facilitation?
CAREER DEVELOPMENT & PLANNING
Take some moments to jot down a list of your
daydream occupations since childhood (most recent ones in LINE 1)
1.
2.
3.
4.
5.
6.
CAREER DEVELOPMENT
AND PLANNING
Physiological
Safety
Love & Affection
Self-esteem
Self-
actualization
Maslow’s Hierarchy of Needs
Career and Life Planning
Ca
ree
r C
ou
ns
elin
g
CAREER AND LIFE PLANNING
Em
plo
ym
en
t C
ou
nselin
g
/Pla
cem
en
t
Earn for living.
Just need a jobHow can I
use my time?
Life/Living Career (Work & study)
AB
Who am I? What abilities
and interests can be
applied in my work?
What is important to me?
How can I make good
use of myself? How can
life be more satisfying?
CD
What is my vocation?
What can I make a
difference?
What is my life goal?
Do I have any life mission? EF Meaning
& Purpose
Self-EsteemSelf-Actualization
Survival
The School to Work Opportunities Act (STWOA)
The School to Work Opportunities Act (STWOA)
(Blustein, Juntunen, & Worthington, 2000) in U.S.A.
which was designed to provide non-college-bound
youth with the skills and competencies necessary
to make them have effective school-to-work
transitions was passed in the 1980s in the United
State of America.
(Blustein, Juntunen, & Worthington, 2000) in U.S.A.
which was designed to provide non-college-bound
youth with the skills and competencies necessary
to make them have effective school-to-work
transitions was passed in the 1980s in the United
State of America.
Secretary’s Commission for Achieving
Necessary Skills (SCANS) (Resnick & Wirt, 1996),
Secretary’s Commission for Achieving
Necessary Skills (SCANS) (Resnick & Wirt, 1996),
The 3 foundation areas of occupational skills included:
• Basic skills (i.e. reading, writing, mathematics, and communication)
• Thinking skills (i.e. creative thinking, decision making, problem
solving, and knowing how to learn)
• Personal qualities (i.e. responsibility, self-esteem, social skills, and
honesty)
a report that outlined a number of occupational skills and competencies
believed necessary to be successful throughout the world of work.
• Ability to manage one’s personal and time resources
• Effective interpersonal and leadership skills
• Ability to gather and manage information
• Understanding of the interrelatedness of various systems
• Use of technology
And the 5 competencies were:
Secretary’s Commission for Achieving
Necessary Skills (SCANS) (Resnick & Wirt, 1996),
Secretary’s Commission for Achieving
Necessary Skills (SCANS) (Resnick & Wirt, 1996),
CAREER AND LIFE PLANNING - BASIC BELIEF #1
“Career and life planning starts with “Career and life planning starts with “Career and life planning starts with “Career and life planning starts with understanding self and developing understanding self and developing understanding self and developing understanding self and developing
identity”identity”identity”identity”
Career and life planning Career and life planning Career and life planning Career and life planning starts with understanding starts with understanding starts with understanding starts with understanding self and developing identityself and developing identityself and developing identityself and developing identity
clear understanding of yourself, aptitudes, abilities, interests,
ambitions, resources, limitations, and knowledge of their cause
knowledge of the requirements, conditions of success,
advantages and disadvantages, compensation, opportunities, and prospects in different lines of work
Making a wise choice of vocation(Frank Parsons, 1909)
true reasoning on the relations of these two
groups of facts
Self-understanding
Understanding world of work
IDENTITY
Clear
Stable
Articulate career plans
Contingency plans
Knowledge of self
Knowledge of work
Job search strategies
Diffuse
Unstable
Unable to state career plans
No contingency plans
Little knowledge of self
Little knowledge of work
Few job search strategies
DEVELOPMENTAL TASKS IN CAREER
CONSTRUCTION (SUPER, 1990)
Stage 1: Growth (Age 4-13)
Stage 2: Exploration (Age 14-24)
Stage 3: Establishment (Age 25-44)
Stage 4: Maintenance or Management (Age 45-59)
Stage 5: Disengagement (Age 60-)
Crystallization Specification Implementation
CAREER AND LIFE PLANNING - BASIC BELIEF #2
“Structuring your different life roles is an important part of career and life planning”
“We must learn to distinguish between what is “We must learn to distinguish between what is “We must learn to distinguish between what is “We must learn to distinguish between what is “merely important“merely important“merely important“merely important” ” ” ” and what is and what is and what is and what is “widely important.”“widely important.”“widely important.”“widely important.” A “widely important goal” carries A “widely important goal” carries A “widely important goal” carries A “widely important goal” carries serious consequences. Failure to achieve these goals renders all other serious consequences. Failure to achieve these goals renders all other serious consequences. Failure to achieve these goals renders all other serious consequences. Failure to achieve these goals renders all other achievements inconsequential”achievements inconsequential”achievements inconsequential”achievements inconsequential”
The Eighth HabitThe Eighth HabitThe Eighth HabitThe Eighth Habit, Steven Covey, 2004, Steven Covey, 2004, Steven Covey, 2004, Steven Covey, 2004
CAREER AND LIFE PLANNING - BASIC BELIEF #3
“If you are looking for clues about “If you are looking for clues about “If you are looking for clues about “If you are looking for clues about tomorrow, the signs are to be tomorrow, the signs are to be tomorrow, the signs are to be tomorrow, the signs are to be
found in your past and present.”found in your past and present.”found in your past and present.”found in your past and present.”
““““Interests, Goals & Competence are Interests, Goals & Competence are Interests, Goals & Competence are Interests, Goals & Competence are selfselfselfself----constructed. They can be nurtured constructed. They can be nurtured constructed. They can be nurtured constructed. They can be nurtured
and continuously developed”and continuously developed”and continuously developed”and continuously developed”
Interests, Goals & Competence Interests, Goals & Competence Interests, Goals & Competence Interests, Goals & Competence are selfare selfare selfare self----constructed. They can be constructed. They can be constructed. They can be constructed. They can be
nurtured and continuously nurtured and continuously nurtured and continuously nurtured and continuously developed.developed.developed.developed.
ROLE OF CLASS TEACHER /
CAREER FACILITATOR
Starting from the student, providing
facilitation and support.以學生以學生以學生以學生的的的的角角角角度出發,提供度出發,提供度出發,提供度出發,提供引導引導引導引導及及及及支持支持支持支持。。。。
Exploration focusing on Life Style, Career
Choice, and Personal Growth.引導學生針對引導學生針對引導學生針對引導學生針對生生生生活活活活型態型態型態型態、、、、擇業擇業擇業擇業及及及及個人成長個人成長個人成長個人成長之需要進行之需要進行之需要進行之需要進行探索及思考。探索及思考。探索及思考。探索及思考。