Dr Susan C. Whiston
Helping clients obtain meaningful futures: What research indicates are critical ingredients.
This presentation will argue that there is a body of research evidence that can assist practitioners in implementing effective interventions with clients. Research indicates that career interventions vary in effectiveness and that there are critical ingredients that can increase the effectiveness of career intervention
I intend for practitioners to examine their work with clients and the extent to which they incorporate research findings regarding the critical ingredients of career interventions.
The presentation will focus on evidence-based practices and will summarize research on the effectiveness of career interventions. The emphasis will be on critical ingredients that contribute to effectiveness and on inspiring excellence in career development.
Professor Ruth Bridgstock
Becoming career future-capable: The continuing centrality of the career practitioner
This presentation takes as its starting point the changing world of work, and constantly changing, unpredictable work futures. In the light of this, it asks what the role of the careers practitioner needs to become, and where they should be positioned to do their best work to empower clients and foster needed capabilities.
It affirms the value of the career development profession in this new era, and suggests how career practitioners can ‘ride the wave’ of change.
Laureate Professor Jennifer Gore
The career aspirations of Australian school students: Understanding complexity for greater equity
Widening participation in higher education has been a major policy initiative in Australia for more than a decade. Key aspects of the agenda, such as the need to “raise” aspirations, have been until recently, largely premised on a range of relatively untested assumptions.
In this presentation, I provide an overview of key findings from a program of research (2012-2017) examining the educational and occupational aspirations of school students in Years 3 to 12 from 100 New South Wales government schools. Drawing on the large data set of more than 10,500 student surveys, 1,400 parent/carer surveys, 1,250 teacher surveys and focus groups involving more than 550 students, 60 parents/carers, 150 teachers and principals I explore factors associated with aspirations.
A number of key points will be highlighted, including our findings that:
Becoming a Disciplined Non-Conformist
Dr Martin Luther King Jr coined the term of the disciplined non-conformist in a statement in which he said ‘the hope of a liveable and secure world lays with disciplined non-conformists who dedicate their lives to peace, justice and brotherhood’. While this concept has very strong social justice elements, it is also particular pertinent to the make-up of our workforces, and the decisions we make as individuals and as organisations.
The notion of the disciplined non-conformist is the ability to work within a system to change the system; whether to make it more inclusive, bold enough to weather storms of criticism or courageous enough to innovate.
The presentation will explore the importance of being a disciplined non-conformist in the workforce and in life.
The learning will include;
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