Welcome to Winter 2013! - cdanz.org.nz 17 Winter 2013/CDANZ Ezine 17 3 Wint… · Career...

The Career Development Association of New Zealand (CDANZ) represents career practitioners working in a diverse range of roles.

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Welcome to Winter 2013! Volume 17, Issue 3, Winter 2013 We hope you are keeping your feet dry with all this snow about at present: it's time for a curl up with your Winter Ezine! This issue is largely about the numbers that we use in the course of our work, for both ourselves and our clients. We take a look at some international opinions, some economic opinions, some ethical opinions, some opinions of millennials, some green resources, our views on PD, and think about counselling and coaching. As well as all that, there are our regular columns on statistics, Stars & Black Holes, the branch news and book reviews. Read on!

Creating information from data

Jean Ottley posed three questions to colleagues who interpret and package information for others... Read more

The NZ Market by the Numbers

Dr Bill Cochrane tours the economy, the labour market and what is heading our way... Read more

Anticipating the 2013 Census

Brendon Gardner takes us on a tour of his regular labour market information... Read more

Careers New Zealand’s Research Team

Pat Cody introduces his new team and outlines the new research programme at Careers NZ... Read more

Coaching and Counselling in the Workplace: Clarity or confusion?

Regular Columns

Editorial Careers by the numbers President's Piece How we expend our energy as

an Exec Stars & Black Holes What's stellar and what is

vampiring our energy CDANZ Member Stats What's unique about us

Raewyn Laurenson asks for more clarity around coaching and counselling... Read more

Ethics when Working with Third Parties

Sue Mortlock reviews last year's Ethics Workshops and considers the issues arising... Read more

Green Job Reources Yolanda van den Bemd invites you to learn about the Careers for a Sustainable World resource... Read more

Millennials and their Impact on the Workplace

Les Pickett looks at the evidence confirming and dispelling Millennial stereotypes... Read more

UK Labour Market Indicators

Russell George, a careers co-ordinator at a UK secondary school, talks about how numbers work for him... Read more

Secondary Numbers

Jane Kramer lets us in on her secret numbers as a secondary school careers advisor... Read more

PD Survey Responses – first impressions

Sam Young starts looking at the numbers from the recent PD survey ... Read more

And get your answer in for the call for papers for the Career

Symposium ‐ you have until 1 July!

The Career Symposium - Order and Chaos - will be held on the 17th October 2013 at Canterbury University, Christchurch. The CDANZ AGM will be at CPIT on the 18th of October. See your Spring Ezine for details!

Branch News Updates from the heartland Book Reviews Our reviewers' results Ads in this issue:

Call for papers: Career Symposium

Vocational Pathways

update

Swineburne Career

Assessment &

Coaching Workshop

NZCER Certification

Workshop

Next issue: The softer side of Careers If you have ideas, research, PD or a burning need for PD hours, please email [email protected] to contribute to the Spring issue. Submissions needed by 16 August, with a short author byline and a small head & shoulders photo.

Go to this issue here.

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Download the entire issue here

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Career Development Association of New Zealand www.cdanz.org.nz The Ezine, Winter 2013, Volume 17, issue 3

Editorial – Careers by the Numbers

Sam thinks about our goals, vision and objectives and the benchmarks, standards and statistics we use to check we are on course.

I still remember the immense relief I felt, when at high school, I completed fifth form Maths. It was the all-encompassing rush of a nasty project being packed away forever in a “phew, I never have to do that again” exaltation. Little did I know that when I embarked upon my degree, that I would need to complete stats and calc papers. Oops, miscalculated there, then.

Regardless of my naivety, what I hadn’t realised at my then tender age is that we all use numbers every day. Some feel dry as dust, some come packed with meaning: anniversaries, speed limits, bank interest, equity, credit card statements, weight, box numbers, lottery tickets, elections and deadlines.

When working with clients who are looking for new roles, the numbers are very important. Our clients want to be one of the micro percentage of the half-million online CVs which are selected for that interview. Sullivan (2013, citing Talent Function Group LLC) talks us through the “hiring funnel” numbers: 1,000 see the job ad; 200 start applying; 100 actually apply; 25 CVs get through the first cut, 5-ish to interview, 2-ish to second interview, 1 will get a job offer. Being able to convey that to our clients, and to build resiliency into their search process, is very important.

Sullivan (2013, citing Careerbuilder, and Adecco) talks us through some more critical numbers: a well-organised CV improves your chances of making the cut by 60%; 61% of recruiters reject CVs for typos, 43% for spelling, 76% for an unprofessional email address; and the average recruiter will spend only 2 seconds seeking keywords in your client’s application of the entire 6 seconds they spend on the “in” or “out” decision. Ouch.

Considering the world of work, there is a huge variety of statistics on employment, retention, economic markers, confidence, sectors, prices and inflation factors out there. It is hard to know what is useful, and harder to find it! As one of my Exec member roles, I summarise key NZ markers every couple of months to help us, as an organisation, keep track of play in the careers area. These are accessible by any of you, in our member area, at the bottom of the Official Documents page (http://www.cdanz.org.nz/index.asp?pageID=2145875658).

But numbers are important elsewhere in our profession. They figure largely in defining and generalising personality types, multiple intelligences, ability to analyse, numeracy, left brain and logical thinking. The numbers help us form shapes, patterns and predictors which help hugely in self-analysis, self-development and self-leadership. Where would MBTI, HBDI, Holland codes or the Five Factor Model be without the algorithms to categorise, count and crunch our responses?

Data are the numbers, but that is not the end of it. We, as careers people, turn those numbers into a story, into information that helps our clients to find their own path, their own pinnacle.

But we have to be careful with the numbers and tales we tell from them. Numbers can be seen as an excuse to limit: to create a narrative about odds which are too great, too much of a stretch. For those clients, we need different stories. We need instead to tell the numbers as one step, after another, after another, on journeys with eyes lowered from the pinnacle, which lead them safely to their goal.


Remember too that numbers form the yin, without which the yang would have nothing to affix itself to. The two together create something greater than both. That’s synergy

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

References

Sullivan, Dr John (13 May 2013). Why You Can’t Get A Job …Recruiting Explained By the Numbers. USA: Electronic Recruiting Exchange (ERE) Media Inc. Retrieved 17 June 2013 from http://www.ere.net/2013/05/20/why-you-cant-get-a-job-recruiting-explained-by-the-numbers/


President’s Piece

Ivan Hodgetts talks about what our Exec has been concentrating its energy on, and what he would like to see us tackling.

Welcome to the Winter 2013 Ezine. I am writing this having represented the Association at the Career Development Association of Australia Conference in Sydney. That conference provided insight into changes in the direction for career development related policy in many countries. Korea, for example, has recently trained a cohort of 600 practitioners. This initiative highlights a growing recognition of the value that professionally delivered career guidance can provide.

The energy and enthusiasm at the conference was palpable – particularly given the extent of government support for enabling high quality professionally delivered career development support. If I was writing this piece 12 months ago, I would have likely commented on the over-emphasis on websites and related technology in providing career information. However, what is clear is that when it comes to matters concerning them, people prefer to communicate with a real – not virtual – career practitioner. A recognition that we need to encourage in New Zealand.

Guidance is being recognised for its high value and tools are being developed that enhance and extend the quality of career practice - such as more robust and accessible labour market information and on-line communication tools. However, what was clear was that a well-trained and qualified practitioner sat at the heart of the approaches being described.

There was a very positive mood at the CDAA Conference and considerable advance in Australian government support for career practice (although, from conversations I got the impression that like us, Australian practitioners are facing challenges at times). The Australian government has provided direct investment into projects to support people: such as $600,000 funding for CDAA to deliver 100 workshops nationally, entitled “Where the Jobs are”. These workshops are intended to improve the capabilities of career advisers, teachers and parents to understand and apply labour market information so that young people can be supported to make more informed career decisions. Here’s a link to Minister Garrett’s Press release: http://ministers.deewr.gov.au/garrett/61-million-kick-start-careers. It is interesting that the Career Development Association of Australia was receiving direct public funding.

While in Australia Kaye Avery and I met with the outgoing CDAA President Carole Brown and President Elect Andrew Rimington. We were able to discuss our working relationship with CDAA and are looking to increase our collaboration, including consideration of the possibility of shared professional development opportunities via webinars. Look out for further information as we progress this discussion. CDAA have been very supportive of CDANZ and gave us some good advice on how they have developed their Association in recent years.

On the local front the Exec has been working very hard to re-structure some of the behind the scene systems and processes that allow the Association to function, including:

1. Revamping our financial and administration systems so that they are well aligned to our current needs and can support a smooth transition between Exec Officers.

2. Developing a revised handbook with all policies and procedures included along with a clear naming convention and archive.


3. Revamping and updating the website to be more user-friendly.

In the coming weeks our online presence will undergo some changes. As a member you will be able to access all the information you need without having to log-in to a members area. The website will also be considerably clearer and make it easier for potential clients to find members in their area.

While much of this background work may not be visible to members, it is important if we are to take the Association forward. In particular we want to have robust systems in place that allow us to shift our focus and energy to promoting our profession. An important part of that advocacy will be arguing for the use of well trained professional people when career development related services are being sought or contracted.

Finally, we are on track for the AGM and Symposia in Christchurch, 17/18 October. I look forward to seeing you there.

All the best.

Ivan Hodgetts – Career and Organisational Development specialist and CDANZ President.


Creating information from data

Jean Ottley posed three questions to Careers New Zealand staff who interpret and package information for others to use.

Good labour market information assists rational, informed career decisions. The following Careers New Zealand staff kindly shared their opinions with me:

Bryn Thorne-George is a Web Content Developer who has worked closely with the Ministry of Building, Innovation and Employment (MBIE) on labour market info for the Careers New Zealand website.

Richard Sevicke-Jones is a Planning and Performance Advisor with a strong interest in research and evaluation. He is currently completing a Master in Public Policy with a career development focus.

I asked Bryn and Richard for a general outlook on the current labour market, their thoughts on the benefits of labour market information for people making career choices, and the challenges of working with data. Their responses follow.

General outlook

Bryn: We’re looking at a modest improvement in the labour market situation for 2013. Last quarter we saw a decent drop in unemployment from 6.8% to 6.2% for the March quarter. Since then there’s been some other promising signs, including the biggest increase in residential building work in the last 10 years, with Christchurch especially picking up the pace.

Richard: Recent quarterly survey of business opinion (QSBO) data shows that businesses are less confident about hiring skilled labour than in recent years. In addition to the unemployment rate which has persistently hovered around the 6-7% mark since 2008, this suggests there is a mismatch between the skills that employers want and the skills that unemployed people have. This is due to a number of factors: the necessity for skilled labour to assist with the Christchurch rebuild is one – but it also suggests there are both overskilled and underskilled people who aren’t able to meet the demands of business and industry. Career practitioners should be aware of this when working with clients, and in particular the days of narrowly advising clients to “follow their hearts” appear to be behind us for now. For example, given the high costs of tertiary study and the very tight labour market (which is disproportionately affecting youth), a more sensible approach would be to follow a course of study that is likely to lead to employment.

Benefits of Labour Market Information for people making career choices

Richard: Understanding labour market information is important for anyone who is about to embark on a course of tertiary study, and plans to fund it by a student loan. An understanding of the labour market will enable people to make rational, informed decisions based on the information at hand. A good example of this is the engineering versus performing arts trade-off that has been in the media lately. We all know that there is a major shortage of engineers in New Zealand (and worldwide) and a surplus of performing arts graduates (amongst other disciplines). If your primary goal is to get a well-paid job that will enable you to pay off your student loan relatively quickly, then studying engineering would make economic sense based on a narrow consideration of labour market information (although of course you would still


want to consider other things in the career decision making process, such as skills, interests and values).

Labour market information can also enable people to make rational, informed choices about where their skills, interests and values are best suited in relation to where the demand (or projected demand) for labour is across the country. For example, if you have the skills that are in particular demand in one part of the country (offering higher wages), but have family/whānau in another part of the country where there is lower demand for your particular skill set (and offers lower wages), then you can make a rational, informed decision about what is most important to you – higher wages, or being close to family/whānau?

Challenges working with data

Bryn: There are two main challenges we find in providing labour market and education data. The first is getting quality, up-to-date information. We’ve been hindered slightly by the postponement of the Census following the Canterbury earthquakes. This has meant we’ve had to look harder elsewhere to glean information and cross-check it with the data we’ve got, which is a good habit to get into anyway! We’ve also been fortunate enough to have MBIE and the Ministry of Education and the New Zealand Qualifications Authority work increasingly closely with us, which has really helped with the information we provide.

The second challenge is making the data meaningful to our users, because there’s nothing duller than badly presented data. We redesigned our job information on www.careers.govt.nz last year, introducing more infographics, which was a big step forward. That said, it’s an on-going process of improvement.

Richard: Although there are benefits of understanding labour market information when making career choices, there are also challenges. One of the biggest challenges is that unforeseen variables can make a major impact on providing accurate labour market information to clients, so nothing is 100% certain. There are some good examples of this over recent years.

First, the global financial crisis (from 2008 onwards) has meant that the labour market hasn’t been as buoyant as it was in the years leading up to 2008. In particular, this has had a big impact on young people’s ability to find meaningful work after they graduate, and some of these young people would have had career advice prior to the global financial crisis that may have been based on the buoyant labour market conditions at the time.

Second, natural disasters such as the Christchurch earthquake have an impact on labour market information. This event has distorted the local labour market and the types of opportunities that are available. There are a range of other unforeseen variables that can have an impact on the provision of accurate labour market information – a change of Government, for example, can have an impact on the labour market.

In addition, Janis Freegard, Planning & Performance Manager, commented that Careers New Zealand draws on analyses from the experts such as the banks and Statistics New Zealand. Business and Economic Research Limited (BERL) also produce useful economic and labour markets outlooks. Some useful links from Janis:

http://www.berl.co.nz/economic-insights/jobs/employment-and-skills/

http://www.statistics.govt.nz/browse_for_stats/income-and-work/employment_and_unemployment/HouseholdLabourForceSurvey_MRMar13qtr.aspx

http://www.statistics.govt.nz/browse_for_stats/industry_sectors.aspx

Jean Ottley – CDANZ Professional Member, Career Consultant at Careers New Zealand.


Labour Market Analysis

Dr Bill Cochrane is interested in Labour Economics and specialises in national and regional labour market analysis. He talks us through some post-global financial crisis trends, and the factors likely to affect our economic recovery.

The New Zealand economy is currently experiencing a weak recovery from the global financial crisis (GFC). NZIER’s consensus forecast1 is that real GDP growth will gradually strengthen, averaging around 2.5% per annum over the next three years. These projections do not take account of the recent drought which may reduce growth in some years by in excess of 0.5 percentage points. The overall fragility of the global economy continues to pose a threat to the New Zealand economy with on-going weakness and uncertainty in both the US and Europe.

New Zealand has thus far been shielded from some of the force of the global downturn by the continued buoyancy of its two major trading partners, China and Australia. China in particular is vital to the health of the New Zealand economy in a direct sense as it is the major market for dairy, wool, forestry products and logs2. The Chinese economy is also indirectly of importance as the success of our major trading partner, Australia, is also tightly bound to Chinese demand, particularly, for raw materials and other exports.

Reflecting the weakness of the recovery the labour market is very soft with forecasters expecting a prolonged period of slow job growth and high unemployment (compared to the mid-2000s).

Immediately prior (December 2007) to the onset of the global crisis the official seasonally adjusted unemployment rate, as measured by the Household Labour Force Survey (HLFS)3, was at its lowest point (3.5%) since the adoption of the HLFS measure in 1986. Over the following two years the unemployment rate rose continuously, reaching 6.9% in the December quarter of 2009. Since then the unemployment rate has ranged between 6.2 and 7.3% and is projected to above 6% for some time.

Unemployment does not however affect all groups uniformly with marked divergences between differing ethnicities, genders, and age groups.

In particular, while following a similar trajectory, female unemployment rates (6.9%) are now (March 2013) somewhat higher than male (5.5%). This in part will be the result of the uneven distribution of males and females between occupations and industries.

In terms of ethnicity, and restricting the discussion to the main ethnic groups, for the European only ethnicity the unemployment rate more than doubled between December 2007 (2.2%) and December 2009 (4.6%) and has remained between 4.1 and 4.9% since then. Similarly for the Maori only ethnicity the unemployment rate increased markedly between December 2007 (8.6%) and December 2009 (15.4%) however the unemployment rate did not peak for this group until December 2012 (16.7%). Those who identify as both Maori and European also saw large increases in unemployment December 2007-December 2009 with their unemployment rate rising from 5.9% to 13.6%. Thereafter the unemployment rate for this group fell back a little, averaging just over 11% since then.

1 NZ Institute of Economic Research. (2013). Consensus Forecasts 18 March 2013. Wellington, NZ. 2 John Ballingall. (2011). Speech to Victoria University symposium - The economic importance of China to New Zealand. Presented at the

Public Symposium on New Zealand, Australia and China’s rise, Centre for Strategic Studies: New Zealand and the New Zealand Contemporary China Research Centre, Victoria University.

3 The discussion here relies on HLFS data retrieved from http://www.stats.govt.nz/infoshare/


The younger age groups appear to have been hit particularly hard by the GFC with their unemployment rate increasing from 12.9% in December 2007 to 26.5% in December of 2009 before easing slightly to an average of 25% over the period since then. Due to the interaction between employment, unemployment, education and training in the younger age groups it has been argued that the unemployment rate is not a completely adequate measure of labour market slack in these age groups. Complementing the unemployment measure is a new measure of those not in employment, education or training (NEET). For the 15-19 age group the NEET rate rose considerably less precipitously than the unemployment rate, rising from 8% in December 2007 to 11.6% in December 2009. Since then the NEET rate has fluctuated somewhat with the rate ranging between 8 and 12% with an average of 9.4%.

More generally there are a number of reasons why the unemployment rate may not, in isolation, be a good indicator of labour market trends; for instance individuals may not meet the relatively strict criteria defining unemployment by virtue of having given up actively seeking employment, though they would accept employment if offered (the discouraged). One simple measure that avoids some of the pitfalls of the unemployment rate is the employment rate (part of the HLFS output). This is simply the percentage of the working age population in employment. Between December 2007 and December 2009 the employment rate fell from 66.1 to 63.5% and has remained at around this level since then. While 2.6 percentage points may not appear to be a large drop one should remember that had the December 2007 employment rate pertained in December of 2009 there would have been over 80000 more jobs in the economy.

Just as different demographic groups experienced the GFC in different ways so too did differing industries and occupations. Of the industry groups particularly hard hit in employment terms were Manufacturing (-34,100), Retail Trade (24,500) and Accommodation and Construction (-11,000). These industries still remain considerably below the employment levels experienced in 2007. In addition after holding up well immediately after the onset of the GFC Wholesale Trades is now 17000 jobs below its December 2009 level. In contrast to the large employment losses in these sectors Professional, Scientific, Technical, Administrative and Support Services (19100), Education and Training (18000), Health Care and Social Assistance (33400) and Arts, Recreation and Other Services (19700) all enjoyed significant employment growth over the entire period since the GFC.

With respect to the impact of the GFC on occupational groups, Technicians and Trade Workers (-14900), Clerical and Administrative Workers (-34900) and Labourers (-29300) all suffered substantial employment losses in the period from December 2007 to date, although the employment levels of Technicians and Trade Workers are recovering strongly. While the Managerial occupations showed substantial job losses (-11600) in the immediate wake of the GFC, employment in this category soon recovered with employment levels now some 29100 above their 2007 levels. Employment in the Professional occupations stands out as being virtually unscathed by the GFC with solid growth since 2007, in the order of 73000 jobs to date.

Lastly it is worth considering what jobs the unemployed are actually seeking. The HLFS produces as an output a quarterly table of “Persons Unemployed in the Labour Force by Sex, by Occupation Sought”4. Of the identified occupations sought in the March quarter of 2013 the most commonly sought after occupation was that of Sales Worker (26800) followed by Labourer (17400) and Professional (15000). It should be noted that there was a very large “Residual” category (51900) which makes interpretation difficult.

Dr William Cochrane MSocSc, PhD Waikato – Convenor & Graduate Adviser (Labour Studies), Associate Researcher in NIDEA, University of Waikato.

4 Unfortunately this table is only readily available from the first quarter of 2009.


Aniticipating the 2013 Census

What gives power to any labour market information is the story that you build with it. Brendon Gardner looks ahead to the first release in December of information from the 2013 Census.

From a careers perspective there are many great sources of labour market information available to us. One of the best comes around every five years (usually) and in December we’ll be getting the first release of information from the 2013 Census.

The Census gives us the most comprehensive single set of information on what’s happening at a local level in our communities and local labour markets. There are some excellent reports and surveys available in between times, but the Census allows us to see what’s happening in small towns and rural communities as well as in our larger centres and regions. This is also the first Census undertaken in New Zealand since the 2008 global financial crisis and the 2010 and 2011 earthquakes in Christchurch.

As 2013 Census data is released and analysed, I’ll be looking for data to help answer questions such as:

Has the trend towards larger and fewer local labour markets continued? (one change between 1991 and 2006 was that people were increasingly prepared to commute further, and/or people needed to commute further as employment sources become more concentrated)

What’s really happened to the number of people employed in all the “hot right now” and “sunset industry” jobs that we hear much commentary on?

What’s really happening in your local community and the surrounding areas? We often hear about job prospects in “New Zealand”, but often career decision makers want to know what’s available to them where they live. They may be limited in geographic choices for many reasons.

Just how bad has the 2008 global financial crisis been for where you live? The 2006 Census identified some local towns and communities with significant employment and NEET (youth Not in Education, Employment, or some form of further Training) challenges prior to the global economic meltdown and we know that our young people have been hit hard by the labour market changes… just how bad has it got locally? And have some places been less affected?

Just how big has the migration in and out of Christchurch been?

And many more!

Importantly, there’s no right or wrong data source. What gives power to any labour market information is the story that you build with it. Sometimes we’ll see contradictions between what’s reported in surveys, in reports, in the media, and in the anecdotal stories that we all hear. If what you’re hearing on the ground isn’t showing up in the headline figures then it’s important to explore why. It could be that our impression of what’s happening “out there” isn’t quite the case. Equally, you may pick up trends far ahead of what any official statistical series can tell us. For all the power of the five yearly Census, it’s still but a snapshot of New Zealand on one day in March 2013.

Brendon Gardner – Team Leader, Central Region, Careers New Zealand


Coaching and Counselling in the Workplace: Clarity or confusion?

Raewyn Laurenson considers whether we are clear about what is coaching and what is counselling.

There has been an increasing call for evidence based methods to be used in business, clinical practice and by those professionals identifying themselves as coaches and counsellors. Because of increased pressure on finances and resources, organisations are concerned about outcomes. In other words, workplaces want to employ professionals who know what they are doing, what precisely they are offering and who can predict a reasonable chance of success based on the evidence and research available. It is also important for training and tertiary institutions to ensure that the courses and programmes that are being offered are in line with what businesses and organisations require for their employees. Professional coaches and counsellors want to be able to distinguish what they are offering and align themselves to an appropriate professional ethical body.

Lack of clarity can potentially bring harm to individual clients, for example if an employee was offered coaching for stress related issues and that client was deeply depressed and potentially suicidal. The coach may not have the skills to pick this up or may be focused on the contract and goals at hand and not recognise the symptoms. At the very least the coachee could become further disengaged from work or life, feeling appropriate help was not available. If this happens, organisations may come under fire and may be held responsible for negative outcomes both financially and otherwise.

Kampa-Kokesch, (2001) argues that coaching by psychologists is just another form of packaging for executives. It is consulting or counselling in a different form, potentially undervaluing counselling, coaching and consulting. Executive coaching has been proposed as an intervention aimed at helping executives improve their performance and consequently the performance of the overall organization (Kilburg, 1996). Whether or not it does what it proposes, however, remains largely unknown because of the lack of empirical studies. Some also question whether executive coaching is just another fad in the long list of fads that have occurred in consulting and business.

Both coaching and counselling in the workplace focus on individuals and groups or teams and say they are about moving people forward and assisting them to make changes that will improve the quality of their lives at work and potentially remove the barriers that impede successful performance. But where does one start and the other finish? Where is the clarity?

Clarity can only enhance good ethical practice, encourage appropriate professional training and give clients and organisations clear expectations and the confidence they will be met and no harm done.

Raewyn Laurenson – CDANZ Professional Member, Co-ordinating Tutor Bachelor Applied Social Science (Counselling), Workplace Coach and Counsellor

References

Kampa-Kokesch,Sheila & Anderson,Mary Z. (2001). Executive coaching: A comprehensive review of the literature. Consulting Psychology Journal: Practice and Research, Fall 2001, Volume 53, issue 4 (pp. 205-228)

Kilburg, R. R. (1996). Toward a Conceptual Understanding and Definition of Executive Coaching. Consulting Psychology Journal, Spring 1996, Volume 48, issue 2 (pp. 134-144)


Ethics when Working with Third Parties

Sue Mortlock explores some of the qualitative data she gathered through the Ethics Workshops held last year and considers this alongside the CDANZ Code of Ethics.

Last year, many of you attended Ethics Workshops provided by CDANZ National Executive. Some common practice themes emerged, which provide members with ethical challenges. There were remarkable similarities in the scope of these issues across branches. They included:

The challenges of 3rd party work

Increased use of technology, especially online assessment tools and navigating social media boundaries

The pressure to ‘do more for less’ and an unease about the impact for clients.

A ‘fear’ of the possibility of litigation/complaints as the context of practice becomes more complex.

In considering how to respond to these challenges in my practice, I frequently refer to a recent publication (2011), ‘Ethics in Practice: A guide for counsellors’ (Editors Kathie Crocket, Sue Cornforth and Margaret Agee). Although career practitioners are not counsellors, the ethical issues above are ones that we share with counsellors, along with a desire to practice ethically and professionally.

I do not intend this article to be a book review of ‘Ethics in Practice’. However, there are some chapters in the book which are helpful as we consider ethics, particularly of third party work. At the conclusion of this article I will provide resources to provide a framework for thinking about working in the digital space.

Kathie Crocket, in her chapter ‘Multiple Relationships’ (Crocket, Cornforth & Agee, 2011) makes the point that New Zealand is a small country and many practitioners live in small communities. Therefore, at some stage we will all most likely need to manage multiple relationships. It is therefore preferable that we do not assume avoidance, by declining to do work that may involve people who may be known to us in some way, but instead, work out how we can safely navigate ethical boundaries with those people, and others to whom we have differing relationships and responsibilities. Crockett describes this as ‘complexity (of relationships) rather than prohibition, connectedness rather than distance’. She describes navigating through this territory in way that strengthens relationships. She acknowledges that doing this ethically requires a ‘high degree of astuteness and skill’! (p. 130)

Crocket states that in third party work, where there will be multiple players, the principal ethical responsibility of the (careers) practitioner is to ‘safeguard and protect the relationship with clients for the work of careers/counselling’. Tied up in this statement are the primary ethical principles in the CDANZ Code of Ethics that those attending workshops also held to strongly in their practice, such as the autonomy of the client, respect and integrity (paying special attention to the possibility of self-interest obscuring the responsibility that the practitioner has to the relationship).

Therefore, the first step in third party work is to be clear who the primary client is with whom the relationship must be safeguarded. The CDANZ Code of Ethics indicates that this is the recipient of the careers work. Someone else may be paying for it, and they also will be a client, or an


interested party. But the client to whom we have primary responsibility is the person(s) who is doing the work with us.

The key issues which seem to arise for practitioners in third party work are:

Different role expectations. Is the role in which the client sees us the same as the role that we may pick up when the employer or payer of the service asks us for a report or for feedback on the client? In a small town, for example, can we be the career practitioner as well as a city councillor, who may make decisions about funding for different projects or redundancies?

The possibility of ‘divided loyalties’. Can we give equal attention to the needs of, say, management, and the needs of the client who may be under performance management? Can we work with and reconcile them both?

Conflicts of interest. Are we being asked to pick up differing roles, and is there potential for one role to undermine, or confuse the other? What effect would any role confusion have on the safety of the primary relationship? Are we looking to further our own interests if we accept conflicting roles?

Bob Manthei, in his chapter ‘Communicating with other professionals’ (Crocket, Cornforth & Agee, 2011) suggests that in order to ethically navigate third party territory, it is helpful to pay attention to the following questions:

Am I practising within my scope of competence?

Have I identified all the interested parties? Who is my primary client? Who else is involved and in what specific ways? What are my responsibilities to them?

What has been agreed about access to notes, reports? Has the client been informed?

If I have doubts that I can work ethically with this client, who could I talk to about it? Who could I refer the client to if doubts remain? How would I talk to the client about it?

Finally, I find it helpful to remind myself that it is my responsibility to attend to the ‘unease’ or questioning I might have about navigating multiple relationships ethically and safely. Jim Depree begins the chapter entitled ‘Even-handedness in relationship counselling: A companion piece’ (Crocket, Cornforth & Agee, 2011, p. 121), by writing:

“My approach [to counselling] is to treat it as a particular kind of collaborative and on-going process of ethical problem-solving’. Counsellors are responsible for clarifying the ethical obligations, legal rights and agency policy which are necessary to produce an ‘informed consent conversation’ that promotes safety, fairness and respect”.

As noted at the beginning of this article navigating complex relationships, such as those found in third party work, takes ‘a high degree of astuteness and skill’, which we will develop through on-going reflection, discussion with others and professional supervision.

Resources for work in the digital space:

BACP (2010). Guidelines for online counselling and psychotherapy (3rd Edition). UK: British Association for Counselling & Psychotherapy. Purchase at http://wam.bacp.co.uk/wam/Search.exe?DETAIL=4039

Wright, Jeannie (2011). Online practices, in Crocket, K., Cornforth, S. & Agee, M. (2011) Ethics in Practice: A guide for counsellors. NZ: Dunmore Publishing Ltd (pp. 175-180).

Sue Mortlock – CDANZ Professional Member, Career Consultant

Crocket, Kathie, Cornforth, Sue & Agee, Margaret (2011) Ethics in Practice: A guide for counsellors. NZ: Dunmore Publishing Ltd


Green Job Resources

Yolanda van den Bemd invites you to learn about the Careers for a Sustainable World resource on www.career.unitec.ac.nz

Green jobs are growing about four times faster than all other industries combined in the USA, (Grenoble, 2013; Lee, 2013) and the trend is likely to go worldwide.

The Careers for a Sustainable World resource was born of the realisation that my passion for the environment links in very closely with my work as a Career Consultant.

A while ago I read “Making a living while making a difference” by Melissa Everett, which introduced me to the concept of meaningful careers that contribute to the betterment of the planet. An excellent book.

Then at a workshop called “Awakening the Dreamer” we were given a page with 3 columns. We were asked to write in column 1 what our passions and interests are and what we love to do, then in column 3 what needs we are aware of in our community, society, the world. Lastly in the middle column 2, we were asked to write what links we could make between the two, where we could be involved in some action for positive change.

I linked my love of my work in Careers with a need for information for people who want to find work that makes a positive difference.

The resource grew slowly from the organisations I was already aware of and as the list lengthened, I put them into categories I felt would be easy for people to use.

The introduction briefly explains the variety of things people can do in using the information. The categories list gives a quick overview and then we have the websites and brief introduction of each organisation.

I decided to keep the lists as organisations only, not businesses, as this would become an inexhaustible list. Also, there are a number of good sites that list sustainable / green / ethical businesses including the Sustainable Business Network member directory and www.greenlist.co.nz

The reading list at the end of the resource is a small start to get interested people really checking out more detailed information.

I use the resource in my practice with individual clients as well as group presentations. In a typical Career session I will often ask along with the raft of other questions…”What would you love to change in the world if you could?” …or ...”What is a big need out there that you would like to be a part of helping if you could?” ...” What would you be proud of having done that you could tell your grandchildren?”

There is work in every sector that can be classed as sustainable, green, ethical, meaningful. More and more large companies and organisations are taking on a Sustainability Manager to deal with efficiencies and waste reduction and a Social Responsibility Manager to develop links with community.

Recent reports highlight the possibilities for New Zealand looking at a prosperous sustainable future:

Pure Advantage, a not-for-profit group backed by high-profile business leaders have commissioned a report on Green Growth opportunities for NZ. The seven areas highlighted are; more efficient homes, capitalising on our geothermal resources and


expertise, environmentally friendly and efficient farming, waste to energy schemes, making biofuel from wood, building smart grids and developing a biodiversity strategy to support tourism.

Rachel Brown, CEO of the Sustainable Business Network says that there are myriad career and business opportunities within new ‘clean, green’ industry sectors in NZ, researching, developing, and commercialising clean and renewable energy technologies.

Greenpeace has put out a report entitled The Future is Here: new jobs, new prosperity and a new clean economy, which details how New Zealand’s energy sector could give the economy a multi-billion dollar boost and create tens of thousands of new jobs by building an economy based on 100% renewable energy, energy efficiency and sustainable transport.

Alongside the technical green jobs come the more socially focused work that has existed for a long time and the newer emerging roles – sustainability education, positive & empowering news media, rehabilitation work, social entrepreneurship, health promotion, conflict resolution & mediation, ethical investment, environmental law, restorative justice, local community organisation, creative endeavours that enlighten and inform (to name but a few).

There is much information on the possibilities out there and there are many people with knowledge to share with our career seekers on where they can find a useful place of employment and empowerment. I am a great believer of informational interviews as one of the best things for people to do in their career research. This resource is a place to find such people and get started on learning more about a chosen area.

Eternal optimist that I am, I believe that whatever area a person is interested in, there will be work they can engage in that will make a positive difference.

As Melissa Everett says, “There is enormous work to be done to protect human health, ensure liveable communities and exercise stewardship of the planet”.

Yolanda Van den Bemd – CDANZ Professional Member, Career Practitioner at Unitec Institute of Technology.

References:

Everett, Melissa (2007). Making a Living While Making a Difference: Conscious Careers in an Era of Interdependence. Canada: New Society Publishers

Grenoble, Ryan (20 Mar 2013). Green Job Growth Outpaced All Other Industries 2010-2011. USA: The Huffington Post. Retrieved 16 June 2013 from http://www.huffingtonpost.com/2013/03/20/green-job-growth-2010-2011_n_2915737.html

Lee, Don (19 Mar 2013). Green jobs grow four times faster than others. USA: LA Times. Retrieved 13 June 2013 from http://articles.latimes.com/2013/mar/19/business/la-fi-mo-green-jobs-20130319


Millennials and their Impact on the Workplace1

The Editor would like to thank Les Pickett, who has very kindly allowed us to reprint his presentation to participants in an executive roundtable at Victoria University.

In a presentation this year at Victoria University for the executive roundtable discussion at Office of Knowledge Exchange and Industry, Australia, I said:

“The earth beneath the feet of the workplace as we know it is shifting. As they have done throughout every stage of their lives Millennials are impacting the world around them.

“They are refusing to adapt to age-old models and assumptions and are insisting – either directly or by virtue of their non-conformity – that the status quo change to meet their needs”.

It is critically important that organisations invest both time and money in both listening to their people and conducting research and analysis into what drives and motivates them.

Learning and development professionals have an important role to play in optimising the potential contribution of the Millennial – aka Gen Y – generation.

What we know about Millennials in the workplace

The NextGen study conducted PwC, the University of Southern California and the London Business School attracted more than 40,000 responses.

This makes it the largest and most current global intergenerational study conducted into the attitude of the “Millennial” generation (those born between 1980 and 1995 and currently under 33 years of age).

The survey findings both confirm and dispel stereotypes about Millennials and provide compelling advice and guidance on how employers need to modify their companies to accommodate the demands of both Millennial and non-Millennial employees. Survey highlights:

Many Millennial employees are not convinced that excessive work demands are worth the sacrifices to their personal life

Millennials want more flexibility, the opportunity to change hours. They do not believe that productivity should be measured by the number of hours worked at the office but by the output of the work performed

They tend not to place as much emphasis on pay and development opportunities as do non-Millennials. They are more likely to leave if their needs for support, appreciation and flexibility are not met. Non-Millennials are more likely to leave if they feel that are not being paid competitively or due to a perceived lack of development opportunities

Many are prepared to give up pay and delay promotions in order to have a more flexible work schedule. 15% of male employees and 21% of female employees said that they would give up some of their pay and slow the pace of promotion in exchange for fewer working hours

Millennials place a high priority on workplace culture and desire a workplace that emphasises teamwork and a sense of community

1 This article is based on two survey reports that the author feels should be read and studied by senior executives & HR professionals.


Although they have a natural aptitude for electronic forms of communication, email and social media platforms are not always their communication vehicles of choice especially when it comes to discussions with their managers about their careers

They value transparency especially as it relates to decisions about their careers, compensation and rewards

They want to have input into their work assignments and need the ongoing support of their supervisors

Millennials expect that technology will be integrated into the workplace to provide greater flexibility and increased efficiency. They expect to have access to the best tools for collaboration and execution.

“I see no hope for the future of our people if they are dependent on the frivolous youth of today, for certainly all youth are reckless beyond words. When I was young we were taught to be discreet and respectful of elders but the present youth are exceedingly disrespectful and impatient of restraint”.

Hesiod, circa 750-650BC

While there is a common perception that Millennials are not as committed or as hard working as their more senior colleagues the study effectively busted this myth by revealing that Millennials are as equally committed to their work.

What organisations can learn from the NextGen study is to:

Address the overwhelming desire for enhanced work/life balance understanding that productive employees are not exclusively those who work long hours

Create a flexible work culture giving employees options for work schedules and locations

Balance the integration of technology into the workplace enabling workers to harness technology in ways that give them greater flexibility and increase efficiency

Take the mystery out of career decisions by providing greater transparency on decisions related to career development and giving employees more opportunities to explore overseas assignments

Build a sense of community emphasising teamwork, appreciation and support from supervisors

Understand the generational differences that are in play and manage employees on a personal level so that their own individual needs are met

Leverage Millennials as a positive factor when developing a contingent workforce strategy

Utilise objective based individual development plans that are prepared in consultation with individual employees.

This will provide organisations with better control over variable costs and enable a more flexible dynamic workforce, able to be scaled up or down to meet changing organisational needs.

“What is happening to our young people? They disrespect their elders, they disobey their parents. They ignore the law. They riot in the streets inflamed with wild notions. Their morals are decaying. What is to become of them?” Plato, 429-347BC

An Australian Perspective

Further, the Australian Institute of Management (AIM) surveyed 2,223 business professionals. In their report, published in 2013, they found that Australian Gen Ys, aged between 18 and 33, are:

the age group least concerned about the future of their organisation


more likely than other age groups to resign over the next six months

more likely than any other age group to say they are ’bored‘ and ’disengaged‘ with their current job

more likely than any other age group to believe it is important to be liked in the workplace

more likely than any other age group to want acknowledgement for their work

least likely to hold positions that are interesting and challenging

the group that values training the most and they are most likely to believe that their employer should pay for it.

Developing Millennials into leaders

The American Society for Training and Development (ASTD) conducted its own survey to find out how organisations are preparing the millennial generation to manage and lead effectively now and in the future with 592 business and learning professionals participating.

In this study, Millennials are defined as those born between 1977 and 1997. They are highly qualified in technical skills, socially networked but not necessarily socially savvy.

They are entering the workforce lacking the skills and competencies they need and are moving into management roles without adequate preparation.

They need to work on their communication, listening, patience, relationship building and diplomacy capabilities according to a survey conducted by American Society for Training and Development in partnership with the Institute for Corporate Productivity.

As a group their diversity, creativity, technological skills and know-how is unprecedented but they are perceived by other generations in the workforce as lacking in soft skills.

“Millennials are a generation mostly of teens and 20 somethings known for constantly holding up cameras, taking pictures of themselves and posting them online. They are narcissistic, overconfident, entitled and lazy. Their self-centeredness could bring about the end of civilization as we know it …. or they’re the new greatest generation” Joel Stein, Time, 20 May 2013

Millennials want more from their work than to simply make a living – they want to make an impact.

But the generation that is beginning to lead businesses now and will increasingly do so into the coming decade needs support in developing leadership competencies. They want to work for those organisations that will invest in them as they shape their careers and their lives at work.

Many survey respondents reported that they believe programmes designed to meet the needs of Millennials are of critical importance in the current landscape in which linear career paths are a relic of the past.

Like many others Millennials want a clearly defined path for advancement with frequent and clear performance appraisals, clear and specific expectations, mentoring programmes, coaching and training and opportunities to learn more.

These expectations are sometimes interpreted by members of other generation groups who see Millennials as wanting a fast track to the executive suite, constant recognition and validation and rewards whether they had earned them or not.

Millennials have grown up in a period of breakneck technological advancement, global terrorism and prolonged economic uncertainty. They are coming out of universities with unprecedented debt burden and trying to enter a tighter job market than any generation in recent history has encountered.


They live digital lives, are hyper connected, are open to change and are accepting of diversity. They want to make an impact by doing meaningful and valuable work.

Well over half of the respondents to the ASTD survey said that Millennials require specialised leadership development while around thirty percent said that they do not need specially designed leadership development programmes to succeed.

This is both a critical challenge and an opportunity for the senior executive team.

“The world is passing through troublous times. The young people of today think of nothing but themselves. They have no reverence for parents or old age. They are impatient on all restraint. They talk as if they know everything and what passes for wisdom with us is foolishness with them. As for the girls they are forward, immodest and unladylike in speech, behaviour and dress”.

From a sermon by Peter The Hermit 1274AD

Les Pickett – Member Australian Government Consultative Committee on Knowledge Capital and Chief Executive, Pacific Rim Consulting Group.

Follow at http://au.linkedin.com/in/lespickett

References:

AIM (2013). Employee Engagement Survey 2012 Report. Australia: Australian Institute of Management, Victoria & Tasmania. Retrieved 14 June 2013 from http://www.aimvic.com.au/Surveys-and-Reports/222

ASTD Research (2012). Leadership Development for Millennials: Why it Matters (Vol. 4, No. 5). USA: American Society for Training and Development & Institute for Corporate Productivity (i4cp). Retrieved 20 May 2013 from http://www.astd.org/Publications/Research-Reports/2012/2012-Leadership-Development-for-Millennials

Pickett, Les (2013). Millennials and their Impact on the Workplace. Australia: Extract from presentation for executive roundtable discussion at Office of Knowledge Exchange and Industry, Victoria University.

PwC (2013). PwC’s NextGen: A global generational study. USA & UK: PriceWaterhouseCoopers, The University of Southern California & the London Business School. Retrieved 29 May 2013 from http://www.pwc.com/en_GX/gx/hr-management-services/pdf/pwc-nextgen-study-2013.pdf


Labour Market Indicators: not a shortcut for crushing dreams

The Editor thanks Russell George, who has kindly allowed us to reprint his article about ‘the numbers’, and what they mean for careers in a UK secondary school.

Labour Market Intelligence (LMI) has always been a strange beast for people who deliver careers education, information, advice and guidance (CEIAG) to wrestle with. At what point during a client’s impassioned description of how the cash will soon be rolling in from the YouTube views of his stop motion animation videos (actual example) should you raise your hand, clear your throat and kick down the door of this (sometimes scarily) well thought out vision to let in the cold light of reality?

An article in SecEd in May 2013 entitled “Is University the best preparation for the future?” by the Head of an independent girls school, Marion Gibbs, bemoaned that this conversation doesn’t happen often enough and we need to stop the treadmill of students into Higher Education (HE) courses which do not lead to employment.

She recounts listening to a radio program about three recent graduates who were all struggling to find employment in their chosen fields of study:

“A recent radio programme focused on the efforts to find employment of three out of work young people. One had a degree in journalism with media and cultural studies, another a degree in drama in the community, and the third had a diploma in ocean science. All had very specialised qualifications, which appeared to relate to specific jobs and careers, but their courses were so specialised that they may actually have closed doors, not opened them.

“Most news organisations recruit students with high-quality degrees in subjects such as English or history and politics, augmented by a post-graduate journalism course. Arts in the community have been badly affected by spending cuts and many organisations are now staffed by volunteers. And a diploma in ocean science does not carry the kudos of a science degree. These young people had applied for huge numbers of jobs without success; all were working as volunteers in some capacity, but growing increasingly disheartened. One wonders what careers advice or guidance they had received…” (Gibbs, 2013)

It’s that last sentence which crystallises a lot of recent comment about LMI and its use with learners trying to pick their way through the ever complex array of routes out of education and into employment. This expectation is that, if those students had heard the right advice and been made aware of the prevailing winds of the job market, they would never have chosen those HE courses and never have dared to dream the dream of working in journalism or studying the wet stuff that covers 70% of the planet.

But I think that’s a misleading assumption of what LMI could do and the role it can play in guidance.

It doesn’t have to be a roadblock. It doesn’t have to be a dissuasive element to certain career areas. It doesn’t have to be the end of an aspiration.

It can be the ignition for a new possibility. It can be a door opener for a new direction but it also can be, for those careers mentioned above on that radio show and many like them whose future employment numbers will be decreasing, a clear indicator of the barriers that will have to be


overcome to achieve success. It can be a motivating influence to those students to work harder, achieve better qualifications, network more and gain more work experience to rise above the large number of competitors for a smaller number of jobs.

Would those students say that they went into their HE courses with their eyes open to the test of finding connected employment afterwards? I don’t know, but it doesn’t necessarily follow that LMI would or should have stopped them running up that particular hill.

LMI can be a positive influence on career choice and should be celebrated for it.

Russell George –Careers Development Institute member, Careers & Work Related Learning Co-ordinator Stopsley High, UK.

References:

Gibbs, Marion (16 May 2013). Is University the best preparation for the future? UK: SecEd. Retrieved 19 May 2013 from http://www.sec-ed.co.uk/blog/is-university-the-best-preparation-for-the-future/

George, Russell (19 May 2013). LMI isn’t a short cut to crushing dreams. Retrieved 20 May 2013 from http://secondaryceiag.wordpress.com/2013/05/19/lmi-isnt-a-short-cut-to-crushing-dreams/


Secondary Numbers

Jane Kramer takes us for a tour around the numbers she uses in schools careers education.

Mentioning “Labour market knowledge” in a New Zealand secondary school is often met with a puzzled look of bewilderment from students and even some colleagues. They don’t usually know what is meant by this term until I explain “it’s about the state of job vacancies, employer needs and local trends in industry requirements”. Then there are usually a few nods of understanding.

Students are often of the misconception that they can get a job easily until we quote local unemployment youth figures (19% of Nelson youth unemployed in 2012). Or they think a job will just be available for them when they want it. Students often tell me they are going to get a job when they leave school and I endeavour to gently probe their thinking a bit further to give a dose of reality.

My reply includes something along the lines of “the local labour market lately has been tight and the jobs that are around will not necessarily be saved for young, inexperienced people with little or no qualifications”. I don’t want to burst their bubble but the reality is there are not many jobs available.

At my school and most secondary schools in New Zealand, junior social studies classes and senior transition classes study the topic of the world of work which gives students the opportunity to gain information about local employment opportunities. In my region, Nelson, the Economic Development Agency (EDA) examines careers under six main headings:

- Growers

- Forestry

- Seafood

- Agriculture

- Tourism

- Service sectors (Aviation, Business Services, Construction, Engineering, Information and Communication Technology, Research and Development, Natural Products

Senior students are given the opportunity to explore the occupation outlook of their chosen career pathway through carer education lessons via the Careers New Zealand website www.careers.govt.nz. Dials for almost every conceivable career pathway show students the predicted income, the tertiary fees, and the job prospects of each work role.

Students who are investigating attending University are encouraged to compare study options and be aware of what jobs are available from their degree of choice. The Careers NZ website assists students with an interactive tool to compare various tertiary qualifications and links to job information. The University of Canterbury offer a publication that details what jobs are available by degree. Labour market information is accessed from Careers NZ website that identifies which industries are experiencing a skills shortage, this information compiled from Immigration New Zealand’s long-term and immediate skill shortage lists.

Seminars are held for senior students on funding their tertiary study options. StudyLink is a government agency to assist tertiary students 18 and over to finance their study.

Scholarship information is available and discussed with senior students to assist them explore ways of funding their study after secondary school. The Funding Information Service have a database available for schools to subscribe to called “BreakOut” which holds details of over 2200


funding schemes. BreakOut is a searchable database; it will give you the best matches of scholarships, awards and grants you are eligible for in terms of criteria, level of study and discipline along with closing dates, application requirements and contact details.

Students in our school have lessons on using BreakOut and practical “how to” workshops for applying to tertiary providers and universities including Curriculum Vitae preparation and application techniques.

Labour market information is available to students who are considering a vocational pathway in preference to university and academic study. Schools are being encouraged to reverse the 70% of school resources and schools systems being set up for the 30% of students who choose university study. Instead schools are being encouraged with recent Ministry of Education initiatives to use 70% of the funding and school resources on the 70% of students who are choosing vocational pathways and tertiary study which includes industry involvement. Youth Guarantees is a system that offers all people under the age 18 fees-free places at polytechnics in approved vocational pathway programmes. In addition vocational pathways are being formalised in secondary schools from July 2013 to encourage students to plan their pathway from “learning to earning”.

Students are offered a variety of experiences while still attending school where they can try tertiary programmes, attend a Trades academy one day per week, enter an industry through workplace learning experiences or simply visit industry and further education options they are interested in.

By the time my students have finished their Career Pathways classes, they are familiar with applying labour market information to their choices, and ready to take their next career steps.

Jane Krammer – CATE (Careers and Transition Education Association Aotearoa Inc) Rep for Nelson, Career Guidance Teacher at Garin College.

References:

Into the Future (Ki Te Paerangi) – A Career guide for the Nelson Tasman Region, published by Nelson Regional Economic Development Agency (EDA). http://www.eda.co.nz/sites/default/files/uploads/pdfs/Into%20The%20Future%202012.pdf

Careers New Zealand jobs database – http://www.careers.govt.nz/jobs/ Compare Study options - http://www.careers.govt.nz/tools/compare-study-options/ Jobs in skill shortage – http://www.careers.govt.nz/tools/skill-shortage-jobs/

Occupation Outlook published and compiled by Ministry of Business, Innovation and Employment (MBIE) http://www.dol.govt.nz/publications/lmr/occupational-outlook/index.asp

University of Canterbury publication UC Careers Brochures – What can I do with a Degree in…? http://www.canterbury.ac.nz/careers/subjects/download.shtml

Financial support to students – www.studylink.govt.nz

Youth Guarantee and Vocational Pathways in secondary schools - www.youthguarantees.net.nz

BreakOut: scholarships, awards and grants for individuals looking for funding for study and professional development – http://www.fis.org.nz/index.php?page=BreakOut


Careers New Zealand’s Research Team

Pat Cody introduces his new team and outlines their roles and involvement in a research programme at Careers NZ.

Careers New Zealand believes research is essential to informing career development best practise and has committed to developing a Careers New Zealand research programme.

The research programme will complement our existing evaluation approaches, both internally and through the external evaluation of services we provide. The research programme will provide a full and rich career development and performance story.

In the coming months we will be establishing our research ‘base camp’ – though we have lofty international aspirations for the research programme in the long term. The immediate focus will consider how the research programme can contribute ‘career guidance thinking’ to Careers New Zealand’s career system leadership, capability building, and online resources and services. In the long term we hope the research programme will contribute to New Zealand’s career development story internationally.

The research programme will be a function of the newly established Career Development team, alongside the delivery of individual career guidance through phone, web and targeted face to face guidance. The team will also be charged with embedding career development experience and research findings into organisational thinking.

I am working with – and leading – a great team of nationally distributed staff, including Jean Ottley, Brigette Shutkowski, Jill Bergin, Ronica Sami, Juli Paurini and Mike Dooley.

From a practitioner perspective it is an exciting journey. While there is much to do to continue to provide and evaluate quality individual career guidance, the team is very excited about developing some foundation career research competencies to add to their own career portfolios.

Careers New Zealand’s research journey is a mix of realism and aspiration. The thought of the research programme contributing to greater understanding of the richness of career development and guidance is very motivating for all involved.

Pat Cody – CDANZ Professional Member, Team Leader Career Development, Careers New Zealand.


PD Survey Responses – first impressions

Sam Young has a first look at the data from the recent online PD survey.

Firstly, I can’t thank you all enough for taking the time to whiz through the online PD survey! Thanks to your efforts, we had a pretty fair proportional representation, with the exception of Auckland. The respondents as compared to our total membership were:

In general it looks like our branches are getting some things pretty right for us all, which is a great endorsement for all those volunteer hours clocked up by branch officers every year:

Total % of “Yes absolutely” or “Yes sometimes” Mostly Positive

Email you regularly 83%

Let you know about events 87% Seem friendly 85%

Offer PD several times a year 80%

Many of us also responded with specific ringing endorsements for our own branches. But there are also a few things we can all work towards improving.

We are not too sure if our branches are keeping in good contact with the Exec. Thanks for letting us know that: we will make sure that we, as your Exec, keep feeding back to you that the officers in your branches are indeed keeping us up to speed.

But additionally, please don’t hesitate to get in touch yourselves: it is your feedback that ensures we keep the organisation representing you, all the members.


And, thanks to your feedback on PD; it looks like we need to have a good think about how we can work with our branches to improve what we are doing:

Total % of “Yes absolutely” or “Yes sometimes” Mostly Positive

Pass your views to the Exec 41%

Offer PD that engages you 61%

Has most PD sessions at times that you can attend 56%

Have PD that is free to branch members 47%

Use technology to limit member travel 10%

Make use of media like video and TED talks 7%

A lot of us made mention of the cost and time in travelling to PD, especially for branch meetings with an hour or so of PD attached. This suggests that the cost/benefit of travel to PD would improve if we had longer, more in-depth sessions.

We also came back with some wonderful suggestions, including offering just one or two significant national events annually. Many of us suggested nationally delivered webinars, video conferencing/Skype, being more generalist in what PD was offered, something on cultural competence, more workshops and providing some depth for experienced careers people. There were lots of discussions about times, but unfortunately there was no consensus on any particular time that suited more of us.

There were also a couple of deep thinkers who speculated on whether the reduction in required PD hours had unintentionally ‘let the pressure off’ so to speak; and that this was why there was a reduction in branch PD involvement. That is a very interesting idea, and, though I am not sure it is a causal factor, it is worth thinking more on. Good work!

One clear message is that we would like CDANZ to be offering more training from a National level. There were a lot of positive comments made about the quality of the Ethics training, as well as the national funding and co-ordination.

CDANZ should offer the following nationally %

Career theory & career development knowledge 71%

Professional practice & development 76%

Tools & techniques 65%

Career information & resource management 56%

Relationship management 38%

Helping skills 33%

We will analyse all these great ideas further and, once this has been digested, your Exec will come back to you

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


Who We Are – CDANZ Member Statistics

Caroline Sandford looks at the changes in membership in the last year.

It has been an interesting year with the Proof of Eligibility (POE) initiative being a key focus of our membership efforts. It has been a challenging process for your Executive. With the member agreement at the 2008 AGM commencing the POE process to develop our professionalism as an Association, it is timely to reflect on what impact this process has had, in comparing our February 2013 membership makeup with that of February 2012.

The table below is a regional breakdown of our membership with respect to Professional, Associate and Member (previously known as Subscriber) membership, for both 2012 and 2013.

Region Name Mem

ber

Ass

ocia

te

Pro

fess

iona

l

Diff

eren

ce

2012 2013 2012 2013 2012 2013

Auckland 25 33 11 14 93 87 +5

Bay of Plenty 8 8 5 2 21 20 -4

Canterbury/Westland 9 13 3 10 47 36 0

Hawkes Bay/Gisborne 5 5 9 10 16 13 -2

Manawatu 5 5 2 3 10 9 0

Nelson/Marlborough 5 5 2 2 19 18 -1

Northland 0 3 4 2 14 11 -2

Otago/Southland 6 6 4 4 36 38 +2

Taranaki/King Country 6 3 1 3 10 8 -3

Waikato 5 7 5 3 25 19 -6

Wellington 15 15 7 6 38 33 -6

Overseas 1 3 1 1 0 2 +4

TOTAL 90 106 54 60 329 294

Changes +16 +6 -35 -13

As you can see, our membership has decreased by 13 over the year. This change consists of a reduction of 35 professional members, some of whom have transferred to Associate membership, which is up by 6, and Members (formerly‘Subscribers’) up by 16.

For any organisation to be sustainable it is important to grow membership. It is a strong focus for the current Executive to ensure that measures are put in place to support growth as well as support appropriate Professional Development to grow our current members.

Caroline Sandford – www.careerclinic.co.nz – Career Specialist, CDANZ Executive Member.


Stars and Black Holes

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

1

MoE Library – Careers list “It will only take a minute”

Old card sorts rediscovered Telemarketers

Australian Journal of Career Development

People who don’t read things properly & jump to assumptions

Personal Reflections Sensationalist newspaper headlines

Downloadable Android & Microsoft Aps Deadlines

Winter conferences & networking

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


Branch News

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

Northland

Recent Branch Events:

On 22 May the Northland Branch had a great meeting in the exhibition and meeting space at local Maori Art and Design specialty store Tuatara. The meeting was advertised as “CDANZ Career Café” and the ambience at Tuatara was conducive to lively discussion and creative thinking. We had our best turn out of people this year with 11 people attending.

A number of our members brought a career related article, book or website to share. We also took the opportunity to further research and get feedback from our members about why some are not attending meetings and what they would like to see for future CDANZ Northland events.

Our Northland Secretary, the energetic and talented Penny Anderson has been investing a lot of effort into communicating frequently with our membership and we have been trying to engage more proactively. We are exploring a variety of PD options, including travelling together to attend CDANZ Auckland events and we are looking into organising a larger scale PD event with an invited careers expert.

We have been working together with Capable Whangarei, the Careers New Zealand led career system network, with CDANZ members being invited to all of the Capable Whangarei events in the past 18 months.

Our Branch is Recommending:

A thought provoking and well written article by Alec Hutchinson: http://pantograph-punch.com/warm-dreams-and-cold-stats-exploring-the-disconnect-between-adolescence-and-adulthood/

Membership: 14. We have lost 5 members in the past 12 months.

Jennifer Ross

Auckland

Membership: 137

Val O’Reilly

Waikato



April 2013 – Professional Development “NZ’s Future - It’s in your hands” workshop with J.S.Rowarth

May 2013 – Professional Development “Growing Hopeful Futures” presented by Joanne Ostler, Career Coach of Work Life Career.

June 2013 – Professional Development “Understanding Depression for Career Practitioners” presented by Andre Jackson, Team Leader with Centre 401.

Waikato has currently advertised among members for a Treasurer.

Upcoming Branch Events/Dates:

The use of social media for job search and career development, TBA

Membership: 28

Jillena Paekau

Hawkes Bay/Gisborne

Membership: 28

Eddie Carson

Bay of Plenty


Recently we held our branch meeting and professional development session at Te Whare Wānanga o Awanuiārangi, an indigenous university in Whakatane. The Deputy CEO, Professor Wiremu Doherty, presented, covering Awanuiārangi’s points of difference, available courses, study options, the regions they operate in and their global links with other indigenous cultures. Their facility’s impressive architectural relevance was explained to us. Healthy discussion followed around student outcomes, and the strong workplace demand for Masters and PhD graduates. Wiremu mentioned that they were doing little research and development of outcomes at this point around potential work for other graduates. An opportunity; anyone?

From a personal point of view having the PD in Whakatane was great – and a first as most of our PD is held in Rotorua and Tauranga. We had a vibrant group attend and we have decided to break with tradition(4 meetings a year along with PD) and start having more frequent PD in the Bay of Plenty region that we will open up to other sectors. To kick this off


3.30 Tuesday 16th of July, Whakatane: Presentation by Marianne Egyedi, Consultant Psychiatrist, on Brain Development and how this impacts on adulthood and the decisions we make. Promises to be an educational and enlightening session. Venue to be decided (will advise local branch and put on CDANZ events calendar). Afternoon tea provided (of course). All welcome!

Membership: 30

Ruth Missen


Taranaki/King Country

Membership: 14

Michelle Coronno

Manawatu


On May 10th the Manawatu Branch hosted multiple award winning speaker, MC and writer Hannah Samuel from Auckland for a full day of professional development which was attended by 25 career professionals from as far afield as Wellington and Whanganui.

Hannah’s morning session entitled “You be the Judge” examined the basis for how we make judgements and how others judge us; how this impacts on our personal and professional lives, and the lives of our clients. She also looked at the role of ethics in judgement making; the impact of personality on how we view ourselves and others; and the important role social media plays in influencing perception.

The afternoon workshop introduced us to the DOPE self-assessment personality profile and we became either Doves, Peacocks, Owls or Eagles. Hannah looked at how the characteristics of each group impacts on our ability to function in the workplace and interact with others. We identified aggressive/defensive behaviour mechanisms confronted when working with clients and we learned how to challenge and negotiate without being aggressive or defensive. Following identification of our personal values we gained an understanding of the process by which we can honour them and act with integrity in meeting our contractual workplace obligations.

A thought-provoking and engaging day enjoyed by all who attended.

Membership: 17

Doug Pitcher

Wellington

Membership: 57

Jenny Miller

Nelson Marlborough


We have had Laschelle Walker from the Nationwide Health and Disability Advocacy Service in to speak to our branch about the services they offer for our clients. She supplied us with a range of materials, contact information and insights into what services allied to the Health and Disability Commissioner are accessible to our clients. Laschelle presented us with a very clear path and process.

Our branch has just had its AGM and had all three officers step down. Our former president, Eunice Creswell, has offered to take on the Treasurer's role. However, we are currently without both a Secretary and a President.



We have not set our next meeting, but will wait until we have appointed officers to the Secretary and President’s roles. However we have discussed undertaking fewer PD sessions for the year, and having perhaps a half-day PD twice a year instead, perhaps in collaboration with CATE and HRINZ, and using a national or international presenter.


The CDANZ LinkedIn group (http://www.linkedin.com/groups?mostPopular=&gid=3711595), and the CDANZ Ezine (http://www.cdanz.org.nz/index.asp?pageID=2145875653) as PD!

Membership:

24. We would like to welcome Susan Peek as a new member.

Sam Young

Canterbury/Westland

Membership: 59

Jan Carter

Otago/Southland


In May 2013 the Otago Careers Festival was held. This was a way for our Otago community to discover new career possibilities, The Festival showcased the range of opportunities to live, learn and work in Otago. Events catered for those planning their first career, their next career move or wanting to improve their work / life satisfaction. There were many fun and informative events for all to enjoy. All events during the Festival were free to attend and catered for all ages and career stages. We even had our Otago and Southland President, Glenys Ker, co-host an event with Sarah Bond and Fiona Jenkin called “Her Career Makeover” where they presented a light hearted event that gave insights into the bewildering world of modern career choices.


Yet to be confirmed.


Widening networks through Chamber of Commerce events, LinkedIn connections.

Membership: 48. We welcome our new member Rachel Foster.

Paula Kiernan

CDANZ Article Review

Author(s) Le Pla, Ruth

Title Future Ready: Is NZ future ready?

Date May 2013

Publication New Zealand Management Magazine

Volume 60

Nelson Branch Issue 4

Pages 26-31

14 June 2013 Ordering Information

Online athttp://www.archivesearch.co.nz/default.aspx?webid=MGT&articleid=65168

Reviewer: Sam Young Overview: The author considers whether New Zealand has the required work skills and employee talent

ready and waiting to deploy to ensure our desired future growth.

Key ideas:

The article gently explores:

Whether there is a disconnect between the needs of the business sector and what the educators are delivering

Whether the business sector and educators are able to work together in a much more cohesive way around this

Whether graduates have soft skills or not

Why employers think all they can continue to hire someone “ready to go”

Whether training and development needs to be formal

Content: The bulk of the article looks at the views that tertiary providers and businesses have of each other. The thing that I found very interesting was that government agencies seemed to be the holder of the view that the educators and business were not working together well; it didn’t seem to be businesses’ view. There may be a flavour of business not being prepared to get involved with educators.

The main lack was the development of ‘soft’ skills such as communication, complex problem solving, commercial reality and being able to cope with change. The article gave vignettes of Opus, Gentrack and Assurity (all of which have graduate recruitment programmes).

Employers want students who are “rounded and grounded”, independent thinkers and problem-solvers. They have to be savvy about society, good communicators, have EI and know how the world works: as well as being technically up to speed. Graduates also have to have the tenacity to see past easy answers, and be able to deal with the commercial tensions of quality versus speed versus cost. And you can only have two of the three

Activities: The article has three links to government reports from MinEd (http://tinyurl.com/cajjdeo); MIBE (http://tinyurl.com/bt9t76x) and Youth Guarantees (http://youthguarantee.net.nz/start-your-journey/).

Final Comments:

This was an interesting article that posed more questions than it answered. This is probably because the factors involved are so complex that there are no easy answers. Worth a read though.

Careers Research Symposium

Theme: Order and Chaos

Call for Paper Proposals

Expressions of Interest due 1 July 2013

We would like to invite you to submit a proposal for a paper to be presented at the Careers Research Symposium. Sessions will be 40 minutes long, which will include 10 minutes for questions.

The topics for the papers are likely to come from a variety of academic disciplines and career practice environments. However, the emphasis should be on empirical research that provides practical applications to improve career practice or relevant issues.

The audience will be active career practitioners working in education, government, health, corporate and private practice settings.

Expressions of Interest In order to express your interest in presenting a paper for the conference, please complete the following information and electronically submit to [email protected] by 1 July 2013.

Presenter(s):

Contact information:

Paper title:

Abstract (not more than 200 words):

Final Paper Final papers will be due 26 September 2013 and should be 4-5 pages (2000 – 2500 words) in length, not including references. Please use APA referencing style. Papers will then be available to conference participants on the CDANZ website or pdf file via email.

Presenters will have the symposium registration fee waived. No further assistance is available for other expenses.

The 2013 Careers Research Symposium is proudly sponsored by:

The University of Canterbury, CPIT and the Career Development Association of New Zealand (CDANZ)

2013 Auckland NZCER Certification Workshop – The Self Directed Search Workshop Presenter: Dr Heather Carpenter

Time: 9.30 am – 2pm. Light Lunch and morning tea provided.

Date: Monday, August 12, 2013

Venue: Netball North Harbour (Officials Room) North Shore, Auckland

CONTACT HEATHER TO REGISTER - [email protected]

Workshop Details

Are you familiar with the Self Directed Search? Holland’s personality typology has been used world‐wide for over 40 years, and John Holland is considered a pioneer in the field of interpretive self‐assessment. His work endures and is supported by current research, and diverse use.

Used effectively, and there are a variety of methods available, it is a simple and powerful identity tool that helps students and clients understand their attractions, orientations and life themes. The workshop, which would certify you to use the SDS assessments is very practical, and offers best practice ideas when using the tool. It integrates the following:

An introduction to tests and inventories: history, issues , bias

The theoretical basis of the SDS, reliability, validity, consistency, differentiation and congruence.

Using the SDS, interpretive strategies, including more modern approaches, life themes, group work.

Positive attributes of the SDS including self‐direction, simplicity, scientific basis

Criticisms, including Holland’s answer to his type theory being characterised under the “inaccurate label of trait and factor theory”. Why did it get such bad press? Understand the context of the criticism, and the ways we move beyond fixed thinking in career development approaches to using an extremely helpful tool in useful and new ways.

Participants will undertake the assessment in the workshop and utilise theirs and others’ results to gain a full understanding of aspects of the SDS. They will also have the opportunity to assess the new revised version (4th edition). Eligibility: Open to all those working in the field of careers; no qualification is required. Certification: Participants will receive certification from NZCER to acknowledge their ability to use this assessment. The workshop is also relevant to those with NZCER registration, but who are new to the SDS. Workshop Fee, including Certification: $190.00+GST. Payment before or on the day is requested to facilitate a prompt certification process.

Career Assessment & Coaching Workshop

New Zealand

COURSES, TRAINING & CAREER DEVELOPMENTCareerLifeCollege


This 3 day accelerated accreditation program is designed to provide a hands on toolkit of career counselling skills that you can apply immediately to dramatically improve the career-life transition, engagement and post education success of your clientele.

Join thousands of career professionals who have completed this workshop rating it among the best training they have undertaken in careers.

Additionally, this 3 day accreditation will give you access to the most cost-effective career-life related psychometric tools available.

Applicable for career professionals working with clientele from students to retirees; you will be accredited to use more than 20 psychometric tools with your clients and gain access to a complete online client management system.

Course Details

VenueSir Paul Reeves Building, Auckland University

Address22 Princes Street, Auckland 1010 NZ

Delivery Mode Workshop (face-to-face)

Course Duration 3 days

Dates 8th - 10th July

Fee$900 NZD ealry bird$1200 NZD normal price

Presenter Nigel Phillips

Excellent - very thorough workshop meeting all my learning goals extremely well. The tools and their application are excellent and relevant to the needs of all client types. Nigel is a career development expert!

Geoff Wood, Career CounsellorNagle College

“I came specifically with the intent of revamping or completely replacing the career process we currently have at our school. This

methodology and system is exactly what we need! Excellent workshop.“

Larah Stieg, Career CounsellorOcean View College

Click here for more info online

Obtain an internationally recognised qualification in just 3 days and gain accreditation in the latest techniques and tools in career counselling and coaching.

http://www.careerlifecollege.com.au/index.php/workshops/career-assessment-coaching

A licence to access and utilise the career management system in your career practice

Tools which reduce filing, improve record management and client communication

Measureable improvement in your career counselling competencies

Training, qualifications and tools that significantly improves your own employablity

An internationally recognised career counselling qualification (one subject in a post-graduate university accredited career qualification)

The ability to use more than 20 career-life assessments with clients ranging from secondary students to retirees

A range of powerpoint resources to use in group presentations

More than 10 insightful metaphor diagrams to use with clients

Five career-life counselling models of client engagement (for students and adults)

A customisable career counselling methodology to use with clients of all ages

PRE READING DAY ONE

Why is career counselling important What is career life counselling

Career theory overview What career counselling isn‘t

Reality construction overview and its application Pre-reading reviewed

The narrative influence and using stories in your counselling The link between learning & skills

Tools for career counselling & career-life mapping Career planning tools

Career assessments Career counselling models for educational practice, private practice, adult practice and consulting

DAY TWO DAY THREE

Two different but complimentary perspectives on career counselling Counselling exercises

Using the Career Management System Practice activities

Dynamic career counselling skills Career counselling models

Practice activities 12 different types of career counselling questions

Learning reinforcement Career counselling and diversity

Ethics

Outcomes

When you complete this workshop you will have:

For career professionals working with all clientele from students to retirees - you

will have access to more than 10 psychometric assessments for secondary schools, 10 psychometric assessments for adults and a complete online client management system. To learn more about how you can save time and more effectively manage your clients click here: I work with students | adults.

This workshop provides one full subject exemption in the international Post

Graduate Career Development courses at Swinburne University. Even if you don’t enrol in these courses now - you can apply for exemption at any time in the future. Learn more

Melbourne workshopattendees 2012

http://www.careerlifecollege.com.au/UserFiles/file/Career%2520Management%2520System%2520-%2520School%2520Version.pdf

http://www.careerlifecollege.com.au/UserFiles/file/CMS%2520-%2520Adult%2520Clients%2520Brochure%2520%28small%29.pdf

http://www.international.swinburne.edu.au/apply/postgrad-coursework/

http://www.international.swinburne.edu.au/apply/postgrad-coursework/

Career Life College

Suite 109, 370 St Kilda Road Melbourne, VIC Australia 3004

Phone: +61 3 9939 3128 Fax: +61 3 9939 3194

www.careerlifecollege.com.au [email protected]

Get In Touch



Whāia te pae tawhiti kia tata. Whāia to pae tata kiā maua.Pursue the distant Pathways of your dreams so they may become your reality.

Tēnā koutou, ngā mihi o te tau hou Māori.

The Vocational Pathways provide new ways to structure and achieve NCEA Level 2, the foundation for successful transitions to further education and work. They enable students to see how their learning is relevant for a wide range of jobs and study options in five broad sectors of industry:

• Manufacturing and Technology; • Construction and

Infrastructure; • Primary Industries; • Social and Community

Services; and • Services Industries.

The Vocational Pathways have been developed through a partnership between industry and employer representatives, the industry training sector, secondary and tertiary education providers, government agencies, and were officially launched by Minister Parata and Minister Joyce in April 2013.

Implementation of the Vocational Pathways is now underway. The Ministry of Education will provide curriculum guidance, practice examples and assessment resources for education providers, to support the implementation of the Vocational

Pathways. Consultation with sector groups on the development of these resources will take place during August 2013 at a series of regional workshops. More information will be provided on our website www.youthguarantee.net.nz in July 2013.

Information for learners and their parents, family and whānau will also be provided shortly at

www.youthguarantee.net.nz, so they can understand how the Vocational

Pathways can assist them in their learning journey, improve

relevance of learning for students, support programme design and careers advice, and improve the links between education and employment.

If your organisation would like to discuss the potential

of the Vocational Pathways, please contact the Youth

Guarantee Networks team at the Ministry of Education

www.youthguarantee.net.nz/contact.

To ensure the Vocational Pathways are an integral part of the learning journey, it is important contribution from across the sectors, industry groups and users is captured. Feedback can be provided at www.youthguarantee.net.nz/feedback.

12 June 2013

Vocational Pathways www.youthguarantee.net.nzCareers New Zealand www.careers.govt.nzOccupation Outlook 2013 www.dol.govt.nz/occupation-outlook

The tools available to implement the Vocational Pathways are at www.youthquarantee.net.nz, including:

Sources of information:

• The Vocational Pathways documents including the Recommended Assessment Standards can now be used to plan and develop curriculum and programmes of learning. Many standards are recommended across multiple sectors so it is easy for students to transition their study across pathways.

• The Profile Builder is the new online tool to create a Vocational Profile. The profile is a graphic representation of learning achievement (and future study options) which students, parents, whānau and employers can easily understand. It shows a student’s learning and achievement, or planned achievement, links to future study options and careers. It is also a very useful tool for school and tertiary curriculum planning.

• The Job Profiles provide a large number of roles and occupations available in each industry sector, ranging from entry level through to high levels.

Ma te mahi ngatahi ka tutuki pai ai nga momoea o te tangata.WoRkIng TogeTheR WIll ChAnge PeoPle’S lIVeS To MAke dReAMS CoMe TRue.

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