A Career Check Up for Mature Workers

Mature workers are remaining in the workforce or deciding to return to work after retirement. ACCELL’s doctoral researcher Jennifer Luke is investigating the post-retirement work of members of the community.  This PhD research project is an exploration of individuals’ motivations and career adaptability. How do these valuable members of society regenerate their experience and skills for a multi-generational workforce?

Mature Workers Discover More Options

Recently, Jennifer presented a workshop at the “Career Check Up Expo for Mature Workers” in Ballina, NSW.  The Expo is an initiative of the IRT Foundation in partnership with the NSW Government, and endorsed by the Australian Human Rights Commission.

The Expo included presentations and practical workshops by organisations such as the Australian Human Rights Commission, The Benevolent Society, and Centrelink. The expo was supported by The Hon Dr Kay Patterson AO (AHRC Age Discrimination Commissioner), pictured below with Jennifer.

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It was fantastic to have ACCELL represented by Jennifer who delivered a workshop on “Recognising your Value and Experience – How to Become Adaptable in Today’s Workforce”. When not presenting, Jennifer was volunteering as a member of the career advisory team which provided one-on-one career discussions with local mature-age people who attended the Expo.
“The paradox is that ageing is not about decline, it’s about growth. Ageing creates opportunities and mature workers are not burdens. They are valuable contributors with experience and knowledge to give.”

Paradoxical Psychology of Working After Retirement

The current PhD research project extends upon earlier findings that revealed career adaptability within retirees.  Jennifer interviewed retirees to explore their interest and motivations for working after retirement.  Some of the retirees were aged in their late 70s and had not worked for more than 15 years. But, they were all keen to go back to work and not for the money. Their motivations were more to do with their adaptability.  In June this year, Jennifer will share new findings of her research project at the conference of the Society of Vocational Psychology in the USA. Jennifer is planning collaborations with the Expo’s exhibitors, and other career development professionals and researchers who share common goals regarding the positive future of ageing and working.

For further information about this research project: Jennifer.Luke@usq.edu.au

A full copy of the previous research report is available online: Luke, J., McIlveen, P., & Perera, H. N. (2016). A thematic analysis of career adaptability in retirees who return to work. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.00193

 

Veterinary Practitioners’ Career and Wellbeing

Working within the veterinary industry is not for the feint-hearted. Despite the perception that veterinary professionals get to play with cute puppies and kittens all day, the reality is very different.  Veterinarians endure high levels of work stress and their profession has one of the higher rates of suicide—about four times higher than the general population and twice as likely as other health professionals.  Put another way, this rate equates to roughly one every 12 weeks (Hamilton, 2016).  Despite the pressures of the profession, it can be as rewarding and personally satisfying as any other.  My research focused on developing supportive strategies for veterinary practitioners to enhance their work engagement and well-being.

Workplace Stress

Veterinary professionals are subjected to, amongst other things, abuse from clients, compassion fatigue, financial concerns, and the often difficult and emotional task of euthanizing animals (Hamilton, 2016). They are required to remain composed, client after client.  Imagine the distress of putting someone’s beloved pet to sleep in one consultation, only to step straight into another consultation with a difficult client who is abusive.  All this without so much as a five-minute break to catch a breath—they are expected to remain professional and composed without the chance to process what has just happened.

Workplace Culture

There have been many changes to the profession over the past 30 years, including gender shifts, and decreases in income levels and status (Macwhirter, 2002). Currently, there are many job vacancies advertised both within Australia and overseas, and seemingly not enough applicants to fill the places. With the demands of the job taking its toll on many practitioners, there is a need to focus on developing workplace strategies to retain them in the profession.  My research involved consulting practitioners to learn about strategies that practice owners may implement to support their staff.  Here are some of the recommendations from the research:

  • Acknowledge the “shadow side” of the profession. It is useful to have avenues for staff to openly discuss the stressors they are facing. Doing this can help to “normalise” the issues and prevent feeling ostracised or having the perception they are the only one feeling this way.
  • Provide information. Provide an EAP service or the contact details for a qualified and experienced counsellor or psychologist who is trusted to work with clients in this field.
  • Develop a culture of wellness. Make sure staff take their breaks. Taking regular breaks can be challenging due to the nature of the job, but breaks are essential for maintaining wellbeing.
  • Consider other incentives. Many veterinarians say it is not always about the money (from working overtime), and there are other things that can be more personally valuable to them (e.g., time off in lieu, a rotation system for working overtime, or small gifts that mean taking time out, such as a movie voucher).

Staff retention is more important than ever in the veterinary industry.  Fostering a healthy workplace culture is an integral part of organisational wellbeing. There is a need to reduce the stigma involved with practitioners speaking up and seeking help, so that they can receive the support they often need and deserve.  After all, veterinary professionals contribute a great deal to society and industries.

References

Hamilton, Nadine D. (2016). A psycho-educational intervention program for veterinary practitioners: learning to cope with being a veterinarian. [Thesis (PhD/Research)]

Macwhirter, P. (2002). A life course approach to veterinary science. Australian Veterinary Journal, 80(8), 454-455


About the Author:

Dr Nadine Hamilton is a psychologist who completed a Doctor of Education research degree that focused on developing strategies to enhance veterinary practitioners’ career engagement and wellbeing.

What Will You Be When You Grow Up?

Recent newspaper stories about career development learning in young children have sparked a national discussion. When is too soon? When is it too late? When is the best time for children to start learning about the world of work and their future careers?  It’s a moot point. Kids start learning about work as they watch and listen to the world around them.  Kids will be what they see.

Storybook Learning

Children’s stories, for example, are a powerful source of wonder and exploration. Stories also introduce kids to the world of work.  Consider the Dr Seuss book Who Are You, Sue Snue? The story begins:

“Happy birthday to you! Happy birthday to you! Yes, you, Sue Snue.  Happy birthday to you—….Now, Sue, that you are older than two, it’s time for you choose something to do.” (Rabe, 1997, pp. 1-3).

Story-telling is essentially about learning, imaginatively experiencing new perspectives, and growing.  Hearing a story and reading a story can be transformative.  Indeed, people actively think in metaphors (Lakoff & Johnson, 2008) and they experience their lives in and by their unique stories (McAdams, 1993).  There is ample evidence of metaphors in people’s stories about work and career (Creed & McIlveen, 2017).

Sue Snue’s story continues…. Sue is offered a range of exciting occupations for her grown-up self, such as a Canner of Peas and Trainer of Fleas, but in the end Sue decides:

STOP, EVERYBODY!  I know what I’ll do.  I’ll just be myself, my whole self and not you.  I’ll be true to myself.  That’s just what I’ll do.  No uncle or aunt can tell me ‘You can’t!”  No mother or pop can tell me, ‘Please stop!’ I’ll do what I want to.  That’s what I’ll do.” (Rabe, 1997, p. 36).

Play is Child’s Work

Little Sue’s words can be understood in terms of contemporary educational and career development theory. Children begin their exploration of the world-of-work early in life, as early as three years of age (Gottfredson, 1981) and their understanding and engagement in the world-of-work is influenced by exposure to stereotypical occupations.  It is during these early years that they discover–rightly or wrongly–what is and what is not possible in their futures.  Children’s early imaginings and work-related play are progressively transformed throughout the years of formal schooling, until ultimately a young adult transitions from high school to the next stage in his or her career development.

Play is the work of children.  Early childhood teachers use stereotypical occupations as part of play-based learning (e.g., dress-ups). Most of us remember the good fun of playing these games. Despite the importance of the early years in the formation of personal identity, of which occupation and work is of central concern, there is scope to closely consider how early childhood education approaches career learning.  Theories and practices of early childhood education in current university programs for this specialist field should provide for a model of play that is about learning how to engage in the world of work.  But, a reading of the Early Years Learning Framework (Department of Education Employment and Workplace Relations, 2009), for example, reveals a need to refresh how early childhood professionals are prepared to understand the psychology of identity development and career development learning.

If play is taken to be the work of the child, then how should early childhood educators conceptualize work and how should they integrate career learning into the curriculum. The theories are there, ready to be used; it’s a matter of putting them to use (e.g., Skorikov & Patton, 2007).  Given the current media attention, now may be a good time to rethink how society can support early childhood teachers. Attention should be focused on the professional development and resources that they need so that they can get on with their important work of preparing the next generation for the very exciting futures. Would it be too much perhaps to be a Canner of Peas or a Trainer of Fleas?

References

Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australians. Canberra, Australia: Australian Government.

Creed, A., & McIlveen, P. (2017). Metaphor identification as a research method for the study of career. International Journal for Educational and Vocational Guidance. doi:10.1007/s10775-017-9345-2

Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology Monograph, 28, 545-579.

Lakoff, G., & Johnson, M. (2008). Metaphors we live by. Chicago, IL: University of Chicago press.

McAdams, D. P. (1993). The stories we live by. Personal myths and the making of the self. New York, NY: William Morrow and Company.

Rabe, T. (1997). Who are you, Sue Snue? New York, NY: Random House.

Skorikov, V., & Patton, W. (Eds.). (2007). Career development in childhood and adolescence. Rotterdam, The Netherlands: Sense Publishers.


This article was written by ACCELL’s Dr Peter McIlveen. He expresses thanks to his colleague Dr Karen Noble who inspired his interest in children’s early learning about the world of work.

THE COTTON INDUSTRY – NEXT GENERATION

An innovative industry needs an innovative workforce.  With its reputation for advanced technology and continuous innovation, the Australian cotton industry draws on the expertise of a range of workers, including on-farm workers and contractors, agronomists and consultants, and research scientists, to name a few.  Yet, there is the very real potential for disruptive new technologies to demand changes to workforce profiles of the industry. This challenge raises the question, what is the expertise—the personal strengths, knowledge, skills—that the future workforce needs to maintain and improve the cotton industry’s strong production outputs in a competitive market?

ACCELL and CRDC postdoctoral research fellow, Dr Nicole McDonald, is researching and developing practical strategies to support the cotton industry to attract and develop the next generation of expert workers.  Your input to this R&D is valuable. Please take 5 minutes to register your interest via the link below:

https://tinyurl.com/y8pmb6r4

OPTIMISING TALENT

The first phase of Dr McDonald’s applied R&D project will identify:

  1. the career motivations of the next generation of workers,
  2. the workers who are set to innovate and capitalise on new technology, and
  3. the support and training needed to maximise the potential of these workers.

The findings of the R&D will inform evidence-based strategies for workforce management and development for cotton production businesses and, more broadly, the cotton industry.

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Courtesy of Cotton Australia

Many cotton growers are advocates for attracting and developing new talent in the industry.  Excellent initiatives such as the Cotton Gap Year are proving very useful. There are obvious benefits to recruiting new talent and investing in training.  But, employing a relatively inexperienced recruit can be risky. And, transferring what is learned in training to enhance on-the-job performance can be challenging, particularly when new skills learned in training may be lost within a year if not put to good use. These are just some of the reasons why this R&D project is so important.

We want to support growers and other professionals in the cotton industry to ensure their future workforce is the best they can be, and that the cotton industry is the first choice for talented and capable young people making career decisions.

TELL US WHAT YOU THINK

  • Do you work in a cotton industry profession either on-farm, or related to farm production (e.g., growers, farm hands, agronomists, consultants, scientists, researchers, extension officers, contractors)?
  • Are you someone who has been working in the cotton industry for 5 years or less?
  • Do you currently employ someone who has been working in the cotton industry for 5 years or less?

If  you answered “yes” to any one of these questions then we want to hear from you.  It takes only 5 minutes to register your interest via the link below:

https://tinyurl.com/y8pmb6r4


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This project is supported by the Cotton Research Development Corporation (CRDC).

Teachers Teach for the Futures of Australian Students

School of Teacher Education and Early Childhood - University of Southern Queensland

Beginning in the early years of childhood education though to senior years in high school, students are learning about the world of work and careers.  And teachers are leading students’ learning about their futures.  When it comes to career development learning in schools, teachers provide crucial learning experiences that expand their students’ imaginations and possibilities. Despite their obvious importance, teachers’ expertise in career development learning is pretty much unknown.  ACCELL doctoral researcher, Greg Souvan, is exploring teacher’s interest and knowledge of career development learning that occurs in mainstream subject classes.

Career Learning in Mainstream Subjects

The primary focus of the research is to investigate mainstream teachers’ beliefs about teaching career development concepts within their classes in secondary schools. The findings of this research should heighten education departments’ awareness of career development learning in schools.  Also, the findings will inform professional development for teachers in the future.

Teachers may have high self-efficacy beliefs when teaching in their specialist subject area.  However, many secondary school teachers without qualifications or professional development in career development studies are asked to take a career education class.  This research project is exploring teachers’ beliefs about their pedagogical expertise and their perspective on career development activities in subject classes.

The participants involved in this research are secondary school teachers.  It does not matter if they have taught or have not taught a specific career education class. The research is exploring a mix of perspectives from different teachers.

Tell Us What You Believe

We want to support teachers who are doing great work in their classrooms and schools.  If you are a teacher, please complete an online survey that should take about 5-10 minutes. Click on the link here to access the anonymous survey: http://www.createsurvey.com/s/lFjVMl/

If you know a teacher then please share this article. You can use the share buttons to spread the word through twitter, Facebook, and LinkedIn.

By completing or sharing the survey, you will help us to discover more about what teachers want to learn to do their important work to inspire students. Please accept our thanks for your support of the project.
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Philosophical Considerations on Employability: That Matrix of Person, Context, and Relationships in the World of Work.

Employability is Not…

  • a shopping list of knowledge, and cognitive and behavioural skills; or
  • the probability of getting a job; or
  • owned by government or industry.

Employability is…

  • person-centred; and
  • context-sensitive; and
  • relational.

Employability is Person-Centred

Employability is a psychological construct comprising a mixture of dispositional traits, characteristic adaptations, and personally definitive life stories that are meaningful to identity construction, among social relationships, and within economic contexts related to work.  As a construct, employability is an intangible notion that is reflected in a person’s behaviour.  One cannot observe employability directly but one can observe its personalized expression in traits, adaptations, and stories in context.

  • Dispositional traits are relatively stable feature of a person are associated with specific behaviours.  Conscientiousness, for example, is a dispositional trait that is observed as a person’s active dedication to tasks and high levels of productivity in work.
  • Characteristic adaptations are relatively flexible and can be learned and developed over time and with experience.  Self-efficacy, for example, is an adaptation that comprises a person’s beliefs about ability to perform a certain task.  Self-efficacy can be learned by quality experiential learning, observational learning, persuasion, and positive emotional experiences.
  • Life stories are the definitive quality of an individual.  No one person has the same life stories; these are the quintessential narratives that make a person a truly indivisible individual.  A person’s life stories engage their past, present, and future, and, moreover, these stories are created in relation to past, present, and future with other people. The themes within a person’s stories make meaning from traits, adaptations, and experiences in the world.  Dispositional traits, characteristic adaptations, and life stories underpin an individual’s employment-related contemplation, decision-making, and actions toward attaining and maintaining a desired volume and type of work.

Employability is Context Sensitive

Employability is context-sensitive and can be understood within a turbulent confluence of factors that influence any given individual’s chances of working. An individual may enjoy great opportunities in one context but very few in another context, at another time, or another place. For example, a person who is qualified to practice a profession or trade in one country may not be in another.  Employability affects a person’s volition to engage with the new context.  In the context of a manufacturing plant redesign and restructure, a person trained in the mechanical operation of one machine requires the conscientiousness, self-efficacy, and meaningful reasons to actively engage in learning activities that enable the transfer of present expertise to another machine requiring additional expertise.

Employability may motivate an individual to acquire certain items on the shopping list of knowledge and skills that are in demand and, thereby, increase the probability of employment.  Thus, employability is reflected in an individual’s contemplation, decision, and actions to evolve as a person by acquiring additional knowledge and skills.  Employability is not the knowledge and skills per se; it is the propensity to understand their personal value and act toward their acquisition for deployment in a specific context.

Context and access to resources in context (e.g., knowledge, finances) may foster or inhibit a person’s employability.  For example, knowing how to acquire and critically appraise information about the world of work (e.g., job market requirements) is dependent on knowledge of context.  Furthermore, discovering information about affordable training and being able to afford it may be attractive to one person who recognizes the potential to personally benefit from the training; but, the same training may be inappropriate to the aspirations and volition of another person.

Employability is reflected in an individual’ characteristic adaptations and narratives that inform knowing the difference between what is appropriate and inappropriate training and, if choice is available, making an informed and meaningful decision and taking actions that benefit the individual. Inappropriate training is that which is irrelevant to an individual’s aspirations and goals that distinguish personal narratives.  Consider, for example, those workplaces in which staff are directed to take mandatory training in some particular topic that is essentially irrelevant to the person’s aspirations and goals, and failure to complete the training results in penalties such as withholding salary increments.  Also consider those governments which direct unemployed people to take on training with little relevance to their aspirations and goals, and instead merely soaks up precious time and resources needed for pursuing relevant opportunities, and then these governments impose financial restrains on the person for not completing the training. In these situations, there is no choice.  Being compelled to training by force of withholding salary increments or unemployment allowance is not a choice—it is conscription—and does little to enhance an individual’s sense of employability.

Employability is Relational

Work is done by people, with people, and for people. At every transaction of work there is a relational moment.  People do work in organizations, small and global, and an organization is a relational matrix. People work to provide for their families and their communities.  The ostensibly lonely solo consultant tapping away at a keyboard is producing something for someone. Thus, work and employability cannot be conceived of meaningfully without understanding the relational context.  An individual’s personally meaningful narratives about work are inevitably about oneself and another.

As an intrinsically relational activity, the meaningfulness of work is embedded in distal, broad spectrum cultures and discourses (e.g., at the level of a nation) and proximal, micro-cultures and discourses (e.g., within organizations, families).  Employment and employability–two ostensibly simple concepts–take on vastly different meanings and actions in different discourses.  The economist who is embedded in political institutions, endowed with power to create policies that affect the lives of individuals, cannot understand and talk about employment and employability in any other discourse than that which empowers him: economics.  This langauge of economics extends into the realm of human resources practitioners whose recruitment mechanisms reify the items typical on the  employability skills shopping list: communication, teamwork, problem solving, etc.  Educational institutions propagate this discourse in their own terms (e.g., graduate attributes) with synonymous meanings and equivalent intents.

An individual has little choice but to learn this discourse and perform with alacrity.  She must engage with the discourse; to do otherwise would cast her as an unrecognizable outsider unable to relate to others.  Unable to imbue herself in a given organizational culture by relational means (e.g., networking), her fettered attempts to secure employment will leave her inexorably dispirited. To this endeavour, “employability”, an individual must bring all her psychological resources: dispositional traits, characteristic adaptations, and definitive narratives.  Knowledge and skills alone will not suffice.

Bibliography

Blustein, D. L. (2006). The psychology of working: A new perspective for career development, counseling, and public policy. Mahwah, NJ: Lawrence Erlbaum Associates.

Foucault, M. (1972). The archaeology of knowledge (A. M. S. Smith, Trans.). London, UK: Routledge.

Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65(1), 14-38. doi:DOI: 10.1016/j.jvb.2003.10.005

McAdams, D. P. (1995). What do we know when we know a person? Journal of Personality, 63(3), 366-396. doi:10.1111/j.1467-6494.1995.tb00500.x


This article is the first in a series of philosophical musings about employability. The present article is by ACCELL’s Research Director, Dr Peter McIlveen. McIlveen argues that employability is about self-determination in context. Some scholars suggest that his perspective is too individualistic, that it does not sufficiently account for context, and that leads to a “blame the victim” perspective.  What is your perspective?

Employability Research Teams United

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ACCELL has joined forces with the International Research and Intervention Laboratory: Psychology for Vocational Guidance and Career Counseling and Talents (LabOProCCareer&T), under the leadership of Professor Annamaria di Fabio, at the University of Florence, Italy.

ACCELL’s Research Director, Peter McIlveen (USQ) and Research Fellow, Allison Creed (USQ), presented an Australian flag to LabOProCCareer&T’s Research Director,  Annamaria di Fabio. The ceremony symbolizes the partnership between the two research teams. Professor di Fabio was honoured to receive the flag brought from the Toowoomba office of Dr John McVeigh, Member for the Seat of Groom in the Australian House of Representatives.

ACCELL and LabOProCCareer&T are conducting research that spans Italy, USA, and Australia.  The two teams are focused on the psychological qualities of employability that enable a person to best use their knowledge and skills in the labour market.

Like ACCELL, the LabOProCCareer&T research team focuses on vocational guidance, career counselling, career development and career management, with the particular goals of identifying and promoting individual resources and developing an evidence-base for effective, innovative interventions.  LabOProCCareer&T finds answers to questions that are important for education and workforce development:  Which factors play a role in career decision-making? Which factors promote adaptive career outcomes? Which factors contribute to the development of intrapreneurship for the 21st century? Which interventions are effective in promoting career and life management in the 21st century? Which are effective and efficient processes of recognition and enhancement of the talents and skills in a lifelong perspective?

More of us could work in part-time roles if they were designed better

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Part-time roles become difficult if that employee is the only source of knowledge, contact or sign-off.
http://www.shutterstock.com

Natalie Smith, Queensland University of Technology

Lisa was a young accountant with plenty of experience, solid references and was looking for work. She approached a large accounting firm she had previously worked for in another city in the hope of working with them again.

They were interested, except one thing stood in her way – she could only work part-time. Despite having award winning flexible work policies, this accounting firm wouldn’t employ her, citing the role could not be done on a part-time basis.

Lisa (not her real name) is typical of the 24 people I interviewed as part of my research. These men and women had requested to move to part-time roles in legal, information technology, accounting and consulting firms, having previously worked full-time.


Read more: Three charts on: how part-time work is growing more slowly, but more men are doing it


The roles for nearly half the participants I studied, and across all industries, had not been changed at all when moving to part-time. Performance targets and workload remained the same; only the pay had changed.

The employees had reduced their hours by getting rid of non-urgent tasks such as networking and meetings, and delegating work to team members.

In one case, a female employee had been told by her employer that she wasn’t meeting the same high performance ratings she had in her full-time role, despite achieving the same performance targets for less pay.

My research finds there are actually effective ways to change a full-time role into one that’s part-time. The size of an organisation, the industry, gender of employees or complexity of work have little bearing on this.

However businesses are not considering that these roles need to be redesigned in the first place and this causes problems in managing employees’ workloads and interacting with other employees.

The problems in redesigning roles as part-time

Even though it is possible to design a full-time role into a part-time role that works, there is little guidance on how to redesign. One of the places to start is reducing the number of people the employee interacts with, for example, the number of clients they look after, or the number of people who directly report to them.

Part-time roles become difficult if that employee is the only source of knowledge, contact or sign-off. For example if the employee is an IT manager who needs to be on call for clients for 37.5 hours a week, when typical part-time hours are less then 30 a week.

To redesign these roles, businesses can assign work to a team rather than individual, or team senior employees with junior employees. Employers can also provide systems to share knowledge rather than having one single point of expertise. I found that hospital pharmacists had a lot more flexibility in their roles because they use systems that allow them to share information effectively and quickly between colleagues.

Contrary to findings from other studies, deadlines are not necessarily problematic for part-time work. What is problematic is when tasks are both unpredictable and urgent.

One manager I interviewed said that urgent deadlines were often arbitrary and could be rescheduled. If there is urgent work to be done, employees can work in teams or the employer can renegotiate when part-time hours occur to suit the project deadlines.

The other challenge is that there is little incentive for organisations to reduce implicit work for part-time employees as it is often not measured and is done as unpaid overtime. Implicit work is work that is integral to a role, but not dealing directly with customers. It includes training, business development, travel, administration, staff management and team meetings.

While arguably an issue for all employees, implicit work becomes more problematic when working part-time. For example, an employee can’t do a fraction of a training course or only go away for a few hours of an interstate trip. To make all roles more manageable, particularly those working part-time, organisations should monitor and reduce implicit workloads.

Some of the businesses I studied also relied on the employees to make their part-time roles work, which resulted in minimal redesign of the role. Whereas other organisations weighed up what the employee wanted with the minimum requirements of the role.

This approach, where the employee and manager negotiated, meant the part-time arrangement worked better for both. Being clear on the “job absolutes” gave the part-time worker autonomy to adapt their work around other commitments.

Understanding how to redesign full-time roles to part-time helps debunk some of the myths that existed in some organisations. These myths included that program director and partnership roles could not be done part-time. My study found that part-time can be easier at more senior levels, because of the higher autonomy and less urgent, unpredictable work.

The ConversationHaving part-time roles available means more people can participate in the workforce. Given the economic benefits of this, and the increasing demand from younger and older workers for these sorts of roles, organisations will be left behind if they don’t accommodate well designed part-time arrangements.

Natalie Smith, PhD Student, Queensland University of Technology

This article was originally published on The Conversation. Read the original article.

ICCDPP 2017: The World’s Career Development Think Tank

Imagine a hall filled by a selection of leading thinkers and doers, sharing ideas, challenges, professional practices, and national policies reflecting their nations’ aspirations for educational and labour market outcomes. They all met in Seoul at the 8th Symposium of International Centre for Career Development Public Policy (ICCDPP), hosted by the the Republic of Korea’s Department of Education and KRIVET.  Evidently, career development is high on the agenda of many nations seeking to improve the employability of their citizens.

This ICCDPP 2017 coordinated the presentations and deliberations of 26 countries represented by Country Teams made of no less than 120 delegates.  Their deliberations were planned into an action-packed agenda.  This was no talk fest. Country Teams worked with one another and then crossed over into blended teams to formulate strategies and Action Plans for their respective countries.

Widening the Scope

Unemployment and underemployment are a scourge of international proportion that have devastating effects on health and well-being (Kossen & McIlveen, 2017). Knowing the destructive effects of the lack of decent work, the delegates described the usefulness of career development services for adults aiming to enter the labour market or transition from one job to another.  Career development services are proven to be effective and necessary for youngsters making career decisions about their futures (Whiston, Li, Goodrich Mitts, & Wright, 2017).  Preparing for their transitions from learning to earning is vital and their socio-economic prosperity and to a sustainable labour force.  In all nations, there is a pressing need for policies and programs for transitions throughout the whole of life, from formal schooling to retirement.

ICCDPP Country Teams’ Action Plans

In the coming weeks, Countries Teams will share their Action Plans with fellow delegates and key stakeholders in their homelands.  Their Action Plans will signal an international agreement emphasizing the benefits of career development services to individuals, their communities, and the productive industry sectors in which they work. Stay tuned for more updates.

The ICCDPP delegates were treated with extraordinary courtesy. The Korean hosts offered glorious hospitality and respect for peoples from other parts of the world. Hosts of the next symposium of the ICCDPP, the 9th, would do well to learn from Korea’s format and experiences.

The Key Messages

With such a diverse array of participants and topics from across the globe, it is necessary to condense the findings into a short and precise message: The Communique 2017

This year’s Communique captures several important themes.  One theme close to ACCELL’s interests is employability.  Read the Communique with your own nation in mind.  Consider the issues, trends, and consider how employability intersects with these important dimensions of your industry.

References

Kossen, C., & McIlveen, P. (2017). Unemployment from the perspective of the psychology of working. Journal of Career Development, 0(0). doi: doi:10.1177/0894845317711043

Whiston, S. C., Li, Y., Goodrich Mitts, N., & Wright, L. (2017). Effectiveness of career choice interventions: A meta-analytic replication and extension. Journal of Vocational Behavior, 100, 175-184. doi: https://doi.org/10.1016/j.jvb.2017.03.010

Writing and Telling a Career Story

Stories are universal. Cultures include stories; cultures are stories-incomplete stories, always evolving. Every person has a story; a person is a story-an incomplete story, always evolving. At their confluence, the stories of cultures manifest through individuals, and individuals express themselves through the stories of their cultures.  As such, one is a story of the other, with each reflecting one another.  Indeed, on this planet, there are seven billion stories and counting, incomplete and always evolving, as diverse as all the peoples on earth, yet, somehow humanely very similar to one another.  How these many stories are told, heard, and created is very much the domain of counselling. Continue reading