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CE923

CE923 CDTs and the range of HE careers work

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  1. At the Career Development Theories day on 10/1/11, we started generating ideas about how CDTs could be used to enhance our practice in the range of HE careers work. Peggy and Lucy started talking about personal statement workshops and a discussion took place about the use of Savickas and Cochran’s narrative analyses to help students draw up two kinds of personal statement. 1/ A more private kind of personal statement (preoccupations, life themes, how one sees oneself in dramatic terms). 2/ A more public kind of personal statement that could be used in a job or course application. Our thinking was that both statements are narratives and can be used in the workshop to inform the construction of the other. This could be an interesting way of re-imagining that staple of the careers professionals toolbox – the personal statement /CV workshop. It would be interesting to hear views on this or other uses of CDTs. Best wishes Phil
     
  2. Re: CDTs and the range of HE careers work
    Hi Everyone, Further to Phils question, has anyone shared CDT’s in their Career Guidance Workshops, and if so were there any that were particulalry effective or grabbed the interests of students? Running a fairly new service I am currently exploring the delivery of workshops in our University, however this will be a new concept to many of our students having not necessarily recieved any prior career guidance in a group situation at University, nor at previous high schools. Therefore I’m also interested to know how deep into CDT you go with the students or is it more that you touch on the concepts naturally through your planning and delivery rather than actually discussing CDT’s as a topic? Finally, thinking about the personal motivators for students accepting careers guidance, are there any workshops that your students gravitate to more than others? and does age or culture/nationality appear to guide any of these choices? I’m in Dubai and culture plays a huge part in how students approach their careers! Many Thanks, Kathryn
     
  3. Re: CDTs and the range of HE careers work
    Kathryn I think one of the advantages of this approach is that it reduces the pressure on the facilitator to expound their ‘top ten tips’ for having a successful career. I have seen sessions in which the developmental and opportunity structure CDTs have been contrasted. Moving beyond the CDTs in the materials…. Chaos Theory and Matching theory could be contrasted. DOTS and Planned Happenstance are also a good pairing. Catherine Reynolds at Sussex has developed a session using learning theory and narrative perspectives. I can send you more on these ideas if interested. Best wishes Phil
     
  4. Re: CDTs and the range of HE careers work
    Hi Phil I’d be interested in seeing Catherine Reynold’s workshop. At the back of my mind, I’m getting ideas for possible formats for the case study workshops needed for the Groupwork module and was thinking of asking around for models that I could look at and compare. Catherine’s session sounds interesting. Charlotte
     
  5. Re: CDTs and the range of HE careers work
    Charlotte I have contacted Catherine for you and await response Best wishes Phil
     
  6. Re: CDTs and the range of HE careers work
    Catherine Reynolds has kindly agreed to supply this example. I have published this to the ‘Further reading’ area in the left hand menu. Phil
     
  7. Re: CDTs and the range of HE careers work
    Phil, Thank you for providing this, really like the idea of students imagining their own careers session and what they may include. In my mind its often easier for them to look from the outside in. Will also try your suggestions above as well to . Many view careeer and jobs as one in the same so awareness of their motivators is going to be key in seprating the two however as many of our students are highly influenced by parents and therefore choose “socially acceptable” jobs for their culture rather than just community, this will need to be handled very sensitively. With over 35 nationalities in our student body I am, finding that nationality can have such a significant influence on their career approaches and choices, and their approach to how to use advisory services. Do you know of any career research that has been undertaken based on cultural expectations or differing career guidance practices around the world? Many Thanks, Kathryn
     
  8. Re: CDTs and the range of HE careers work
    Kathryn There is a cultural dimension to all 6 of the CD theories explored in the module. The work of Law and Krumboltz places an explicit focus on how individuals learn their career development. The work of Savickas and Cochran can be related to national stories: cultural grand narratives. Frederick Leong has a particular interest in cross-cultural contexts and you may find his work useful for bibliography if nothing else. He has a chapter in the following: Athanasou, J.A. and Esbroeck, R.V. (eds.) (2008). International Handbook of Career Guidance. Dordrecht, Netherlands: Springer. Charles Chen also wrote on career guidance with immigrants in the above. Best wishes Phil
     
  9. Re: CDTs and the range of HE careers work
    Hi Phil, Thank you, I shall take a look at these as some international perspectives will be very useful. We are about to support a study being undertaken across the Middle East with our students, based upon their psychological expectations and motivators regarding career choices in the region. The results will not be available until December but could provide another useful source if anyone is interested. The previous wave of the study was based upon employers expectations and exeriences so it will be interesting to see how the two marry up and any implications to the careers guidance and service currently provided. Regards, Kathryn
     
  10. Re: CDTs and the range of HE careers work
    Hi Kathryn, I was just reading Sharf yesterday in the library, and came across much of what Phil’s mentioned in reference, and it’s fascinating stuff. Two ideas that stood out to me were: * Vondracek and colleagues’ developmental-contextual theories, which consider the effects of a region’s politics, economy, history, and the current point in time * Collectivism – found in cultures that value the group more than the individual (I have a note, which may or may not be helpful that Super’s C-DAC system, Career Development Assessment and Counselling, was exampled to include areas like this. p.277 of Sharf has more… Hope helpful! Lucy