2018 CDAA National Conference
2 - 4 MAY 2018 • THE HOTEL GRAND CHANCELLOR HOBART
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Pre Conference Workshops

The following activities are available at an additional fee on Wednesday, 2nd May, 2018.

There are 3 Pre Conference Workshops provided for delegates:

1. Relevant Reflections: Looking Back to Move Your Practice Forward
2. Reinvigorating the Careers Agenda in Educational Institutions

3. Career Writing: Writing Exercises for Exploring and Discovering Career Identities


Relevant Reflections: Looking Back to Move Your Practice Forward

2 Hour Morning Workshop - 8.30 am - 11.00 am

Presenter: Leonie Stanfield, Careertalk

Excellence in our practice is something we all aspire to. However, given our fast-paced changing world and lives, the push to stay informed and ahead can feel relentless. Daily we are reminded of how work is being influenced by technological, economic, social and cultural change, and what that means for both our clients and our practice.

A 2020 vision is not just external, it also requires adopting an internal focus on what we can learn from our own practice. We reflect on our practice in order to better understand and improve what we do.

This preconference workshop will introduce participants to the personal, practical and productive outcomes of reflection and provide a framework to guide and record their reflective process

Participants will have an opportunity to explore how they reflect on their practice through both individual and group activities and will be assisted to identify new ways to increase their reflection and positively impact their career development practice.


TARGET AUDIENCE:

Relevant for career practitioners engaging with clients and interested in reflecting on their own practice.

RELEVANCE TO THEME:

Applying a reflective mindset and reflective processes to individual practice is an important enabler of learning and continuous improvement that builds towards excellence. In a world where our clients are redefining what career adaptability and meaningful futures look like for them, as practitioners we also need encouragement to actively assess and maximise the relevance of our work.

LEARNING OUTCOMES/INNOVATION:

Key Learning Outcomes: - Understand how an intentional process of reflection can strengthen professional identity, evolve professional practice and maximise client outcomes - Identify and explore the elements of effective reflection - Engage in reflective activities focused on individual practice and share key insights

Participants should bring a tablet or laptop to the workshop. Handout with resources included.

THEORY/EVIDENCE:

Reflection that explores and critically analyses our thoughts, feelings, and actions with the goal of improving professional practice is well recognised as a key factor underpinning successful continuing professional development. 1 Whilst reflection is viewed as an important transferable skill, we often don't make time to evidence our reflection. This can limit the depth and quality of our learning discussions with other practitioners. Therefore, it is useful to encourage practitioner reflection with guidance on how to focus and direct their reflective thinking. 2 1 Imel, S. (1992). Reflective Practice in Adult Education. ERIC Digest No.122. 2 Phil Race, (2006). Evidencing Reflection: putting the 'w' into reflection. University of Leeds, http://escalate.ac.uk/resources/reflection/05.html


Presenter Biography:

For over 25 years Leonie has been assisting people progress their careers. She has worked with school leavers, apprentices and trainees, university students, athletes, disadvantaged job seekers and those making career transitions. Leonie's qualifications include a Bachelor of Social Work, a Graduate Certificate in Online Learning and a Masters Degree in Career Development.

Like most career practitioners she finds everyone's career story fascinating and she is motivated to help people have career conversations where they can hear themselves, where they can hear others and where they are truly heard.


Registration Fees:

Member $175.00
Non Member $240.00

Reinvigorating the Careers Agenda in Educational Institutions: Introducing a Simple and Effective Alternative to the ABCD

2 Hour Morning Workshop - 8.30 am - 11.00 am

Presenters: Col McCowan, Cromach Careers

The Australian Blueprint for Career Development (ABCD) was introduced in Australia amongst a great fanfare of expectation and optimism around the strength of career education in Australian institutions at the time. Unfortunately, it has not fulfilled its promise for a variety of contextual and implementation issues. With help from colleagues, we have developed a different style of career education and development (CED) curriculum framework. This framework takes more of a career planning approach where students are encouraged to rehearse the full set of skills they will need to manage their career-related actions and decisions throughout their lives. Participants will be introduced to the framework, including example lesson plans across a number of year levels. Some case studies of where it has been successfully introduced will be outlined and participants will have the opportunity to explore its relevance and application to their own setting.


TARGET AUDIENCE:

Career practitioners in educational settings.

RELEVANCE TO THEME:

The presentation encourages participants to review existing practices and think about implementing ones which are more effective.

LEARNING OUTCOMES/INNOVATION:

Participants will review existing career terminology and understand what are the characteristic of an effective career education program. They will learn about a new framework and be given example lesson plans and by the end of the session be able to examine how they might introduce this framework into their own practices.

THEORY/EVIDENCE:

The curriculum framework is based on a wide range of theories including developmental (Super & Ginsberg) Social Cognitive (Arulumani & Nag), Systems (Patton & McMahon) and Chaos (Pryer & Bright).


Presenter Biography:

Col McCowan OAM is a registered psychologist, teacher and counsellor who worked for the Queensland Government in positions including, guidance counsellor, resource developer, training officer and principal policy officer. He became an academic in psychology and counselling and then Manager of the highly successful Careers and Employment Service at the Queensland University of Queensland. He has won numerous awards including the National Career Counselling Award, the International ePortfolio Award and the highly prestigious Order of Australia Medal (OAM) for services to the career industry in Australia.

He has authored or co-authored a number of publications including, Introducing Career Education and Development: A guide for personnel working in educational institutions in both developed and developing countries (2107). He is an International Fellow of the National Institute of Career Education and Counselling and on the Editorial Board of the Australian Journal of Career Development and a contributor and organiser at both national and international levels including being responsible for the International Symposium on Career Guidance in Sydney in 2008. He has worked extensively as either a paid or pro-bono consultant and/or project manager for organisations such as UNESCO, UNDP, ADB, AusAID and National Governments in Bhutan, India, Mongolia, Oman, Thailand, and Vietnam.


Registration Fees:

Member $175.00
Non Member $240.00

Career Writing: Writing Exercises for Exploring and Discovering Career Identities

2 Hour Morning Workshop - 8.30 am - 11.00 am

Presenter: Michael Healy, University of Southern Queensland

Writing is a central process in the formation and expression of career stories and identities. Typically, this takes the form of functional career writing such as resumes, cover letters, and personal statements. But the value of writing to career development goes well beyond the writing that is needed for a job application. Writing is recognised as a fundamental process of learning and identity formation and has been used in counselling to promote healing.

Building on this use of writing as a formative process, and drawing on constructivist theories of career development, psychology and learning, particularly career learning theory (Law, 1996) and dialogical self theory (Hermans & Gieser, 2011), several Dutch researchers have explored "career writing" — which includes creative, expressive, and reflective genres — as a vehicle for the process of career identity formation (Lengelle et al., 2016; Lengelle et al., 2014). Their initial evaluations have shown that career writing can increase students' luck readiness and improve the depth and quality of their reflective writing (Lengelle et al., 2016; Lengelle et al., 2014).

In this workshop, participants will explore the practical application of career writing by completing several writing activities designed to help clients reflect on their career identity, decisions, professional development, and challenges. After a brief introduction to the theories that inform career writing, participants will be guided through four discrete writing tasks and a peer feedback process. They will be invited to reflect on how these activites may be adapted and applied in their own practice and encouraged to share their experience and ideas for further activities and approaches.

TARGET AUDIENCE:

Careers and employability professionals, particularly in educational contexts, who are concerned with developing and delivering quality, transformational learning experiences. Practitioners and researchers with an interest in narrative methods, matters related to identity, or career education.

RELEVANCE TO THEME:

Career writing has been proven to improve participants' luck readiness, which measures their optimism, adaptability, and opportunity awareness. It is focused on teaching people how to manage and make sense of the complex thoughts and emotions that can accompany experiences of career decisions and transitions. As such, it provides and empowering and potentially transformational experience of reflection and exploration.

LEARNING OUTCOMES/INNOVATION:

Participants will be introduced to career writing as an emerging method, along with the underpinning theories of career learning theory and dialogical self-theory. Participants will be led through several writing activities and be prompted to reflect on their utility in their own practice.

THEORY/EVIDENCE:

Career writing is an emerging method, but already has a promising evidence base. It is closely aligned with narrative counselling methods and theory and draws on the well established theory and evidence base of the Dialogical Self Theory.


Presenter Biography:

Michael Healy is a PhD candidate at the University of Southern Queensland and a careers and employability educator at La Trobe University. In his PhD research, Michael will integrate career development theory with pedagogical theory in the pursuit of excellence and innovation in careers and employability learning. In particular, Michael draws on his experience as an English teacher to explore career writing as a learning and assessment task in higher education careers and employability learning.


Registration Fees:

Member $175.00
Non Member $240.00

For further information please contact the Conference Organisers on +61 2 9744 5252



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For all Conference enquiries, please contact
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on +61 2 9744 5252.