Knowledge management, the role of guidance?

When considering lately, what is guidance and where is guidance going, it occurred to me that it is all about knowledge management. Raising people’s vision enhancing ‘knowledge’ of self, facilitating opportunity awareness through encouraging people to learn, research and network, developing ‘knowledge’ base of opportunities, broadening peoples horizons, empowering decision making through reflecting abilities, potential and individual ‘knowledge’ systems, facilitating action to apply ’knowledge’ for chance opportunities!

... guiding individuals, sharing and enhancing knowledge, driving change and chance!

dot, dot, dots!

At an event at the Career Transition Partnership celebrating 10 years of partnership working between Right Management and the Ministry of Defence, I was watching everyone mingling and networking.

There it was before me, everyone sharing their ‘story’ of how they came to be involved in the partnership. How they them-’selves’ embarked on the ‘opportunity’ to be involved in the partnership and what ‘decisions’ they had taken since and where they are now ‘transition’.

Time and time again, it is before us, ‘Narrative’ playing its part in DOTS as everyone networks and shares their stories, there is now a new venture looming as we approach the transition stage, we are coming to an end of an era, where will we end up... dot, dot, dots!

Career Consultancy or Employability Consultancy or Community Coach......the future

My future vision of Career Counsellor is one who actively participates in and encourages others to interact in the community, to derive confident individuals, effective contributors and responsible citizens.

The basis of my theory is built around the Scottish Governments ‘Future Skills for Scotland’ an agenda which puts careers education and guidance central to the curriculum from early years and secures employability awareness and skills development through partnership working. Through new teaching and learning methods, young people are able to relate and identify with suitable employment options, in-line with rewarding experiences, interests, values and skills.

This partnership working agenda is the responsibility of local government who should develop strategies in collaboration with Skills Development Scotland, Schools, Further and Higher Educational establishments, Local and National employers to develop individual awareness of employment options, build confidence to facilitate motivation for placements, develop practical learning opportunities, to enhance knowledge of work activity, for Scotland’s sustainable economic growth.

My vision of how this is delivered is through guidance practitioners facilitating client’s awareness of ‘self’ through modern therapeutic approaches, enhancing learning and empowering individuals ‘belief’ to exercise new activities in the marketplace. The Counsellor will understand the clients motives,through clients meaning and reasoning in decision taking. The counsellor will reflect on both tradition and modern theories of how clinet shapes their lives. clients will be encouraged to take up volunteering, networking with others, seek placements or participating in project roles, to generate chance opportunities. ‘Project Scotland’ offer opportunities for all walks of life to participate in community activity, thus developing skills and knowledge for advancement.

Employers should be encouraged by the local authority to mentor people in the community and offer work experience opportunities either within the workplace or local environment, where partnership projects improve services and facilities within society. Counsellors will support clients to identify with projects of interest and develop awareness of ‘self’ for opportunities. Counsellors will coach individuals in decision-making to identify action for personal development, broadening horizons, facilitating learning and networking opportunities for transition stages between school, further education and the world of work.

Through partnership working a greater awareness will be evident of economic skills and knowledge requirements for re-generation activity in the local, national and global economy. Partnership working in the local community will therefore drive developments in programs of study and employability initiatives to meet the demand for skills and knowledge, for Scotland’s competitiveness in the global marketplace.

Guidance will shape and enhance opportunities therefore, through coaching and mentoring partnerships in the community, facilitating networking to develop ‘Skills for Scotland’ - happenstance key to the success of individual and economic growth!

Follow your dreams, don’t be afraid to fail! - extracts from Dr. J.D. Krumboltz, Luck is no Accident!

‘Fear from making mistakes keeps some people from doing what they really want to do! The origin of the fear is understandable, so much of schooling involves getting the right answer, (Krumboltz, J. D ‘Luck is no accident’ 2004). Through life we strive to make the right choices; right job, right house, right partner all in pursuit of happiness, being fulfilled. Reality is things change and evolve over time, so there is no One right job or right choice.

‘Making mistakes is normal; they are valuable, teach you important lessons and sometimes lead to outcomes that are even better than the outcome you hoped for. Making mistakes is a learning opportunity in itself. There is something much worse than making a mistake – doing nothing out of fear that you might make a mistake, as doing nothing leads to missed and unused opportunities’ (Krumboltz, J. D ‘Luck is no accident’ 2004). Careers counselling is often sought by clients who are not living as full a life as they would like, unaware of ‘self’ with little esteem or ‘belief’ in abilities to progress or change direction. Counsellors will raise vision of the client, request they re-author their ‘stories’ to consider alternative outcomes, discussing small steps to motivate action, facilitating clients chance opportunities – happenstance!

‘Good luck tends to happen to people who are engaged in constructive activities, by trying something new, they are meeting new people, ‘networking’, this opens doors to allow you to learn and develop, creating chance opportunities for new and unplanned events’(Krumboltz, J. D ‘Luck is no accident’ 2004).

Follow your dreams, as dreams create energy and passion, motivate yourself by taking small steps, volunteer, trial new opportunities and evaluate the outcome. Give meaning and reasoning to goals, taking action will generate results, which drives new challenges and more opportunities - learn new skills, always do your best work, build knowledge, develop and re-invent ‘self’ along the journey to success in pursuit of happiness and dreams!

‘Don’t let self doubt keep you from trying, and make every job a learning experience, don’t under-estimate your skills, learn the skills in the job you desire, expect to make mistakes as they create learning, you will create your own unplanned lucky events. ‘Beliefs’ that keep you open to new ideas and experiences will help you overcome internal obstacles – make life rich, engage in conversation with new people, volunteer for experience, take a course, be of interest to others by actively participating in life’.

‘Always learning; always trying; always wondering? - Wherever you are, whatever your work, whoever you meet, there is always opportunities to demonstrate who you are, your ‘self’ share ‘stories’ learn from and support others, creating your space in time – happenstance’!!!(Krumboltz, J. D ‘Luck is no accident’ 2004).

HR @ Stirling Council, enhancing knowledge for employability through Careers Counselling

Today Stirling Council hosted an event for graduates thinking about employment in local government and particularly within Human Resources. Students attended from Stirling University to gain a deeper understanding of the day-to-day role within HR whilst reflecting on what they have learnt and achieved in their studies.

It was fascinating to watch how the HR team delivered the session and encouraged students to engage in conversation to further expand their knowledge of the field. As an introduction students were invited to introduce themselves and tell their ‘story’ in terms of what they were doing and what they wanted to progress onto in employment. The HR team next invited students to tell them what they thought a HR professional did in their role and what skills were required for this, bringing reasoning and meaning to their consciousness, of why they may choose this occupation.

Four advisors each in turn told students about their background their life ‘stories’ a narrative approach in terms of employment choices and how they came to be working within HR. They then followed on to explain to students what was involved in their roles within Stirling Council and HOW these duties were achieved. Each advisor would take questions from students following their ‘story’ to ascertain points and further explain these, to raise awareness of roles within HR. Here we had narrative, facilitating learning, raising self-awareness and opportunity-awareness within HR and the Council. Advisors reflected on skills being transferable and demonstrated how various work experience including volunteering was relevant to the HR field and how HR experience was relevant to a number of other occupations, their focus being skills and competencies for transitions. They raised student’s awareness and broadened their horizons, for choice of occupation, thus to aid decision making through building students self-esteem and self-belief; the driver of transition and progression.

Not only demonstrating and building knowledge of the function of HR but unconsciously utilising theories of Careers Counselling in their practice ‘DOTS’ being central to facilitating the event, through the concept of narrative.

Guidance for Scotlands Talent's

On placement I was introduced to ‘Talent Scotland’ at an event, they are a branch of Scotland Development International a government agent who aim to development growth in the Scottish economy through encouraging fresh talent to study, stay and enter Scotland from over-sea’s, to close the skills gaps in our economy. They aim to sustain wealth in the marketplace and pioneer skills, and talent, encouraging inward investment, business expansion overseas and foreign investment in the Scotland; to broaden the international appeal and increase diversity in our marketplace.

I realised that this was part of the ‘Skills for Scotland’ agenda to develop strategies to enhance learning and development of the Scottish nation. The agendas aim to develop education frameworks and school curriculum to advance education and guidance for ‘fresh talent’. Innovative teaching and partnership working including careers education, where reference will be given to practical planning and application of knowledge and skills for the labour market, enhancing employability.

The role of guidance in our society will facilitate awareness of ‘self’ through ‘narrative’ where practitioners will reflect characteristics and motivation to clients and identify talents. The practitioner will establish direction of interest from the client and facilitate learning, research and further analysis of ‘self’ and ‘opportunity’ to support transition stages. This will broaden the client’s awareness and understanding of social structures and how to make decisions with regards potential employment opportunities for transitions, volunteering, work experience, placements, internships, participating in group activity and events, networking for opportunities - skills for work and wealth!

.....the guidance profession at large facilitating fresh talent, through fresh approaches, partnerships and knowledge sharing activities.

In pursuit of happiness...

Avoid interactions with people who drain your energy and are always miserable. Surround yourself with people who enjoy life and have a positive happy vibe. Give yourself some ‘me’ time and do something that makes you happy! Smile, it sounds silly but evidence states that psychologically you will begin to feel happier! Get some fresh air or exercise it releases positive energy. Write down 3 things from each day which were positive and only one negative. Remember karma, what to give out you generate back!

Think ahead, and explore the possibility of speaking with someone who has a career you think will make you happy. - to beat the crunch, plan ahead, write to desired employers, volunteer, ask for a work placement…you never know, this could give you, your lucky break – your chance opportunity, luck is no accident!

Stay happy, network and think positive - positive thoughts, reap positive rewards £££

Myers Briggs Type Indicator

Trait and Factor enhancing Contemporary?

MBTI in place to aid students in identifying their talents, learning style, motivation, personality traits, how they relate to others, leadership quality, values and beliefs, adaptability to change, decision-making, problem solving and numeracy skills.

Profiles of individuals are generated to give insight into personality and talents, generating potential career paths – whilst reading through a profile one thing struck me; growth areas are also identified, encouraging individuals to adopt new approaches and behaviours for alternative outcomes to enhance talent and effectiveness! Just like aspects of counselling, where client’s are asserted to
re-tell their ‘stories’ considering alternative behaviours and results.

Not only does the MBTI profiling for success highlight potential areas for improvements, it classifies areas of character where individuals can be more aware of ‘self’. This giving the individual a deeper insight into their personality and how to adapt for each giving situation - thus maximising impact and performance or effectiveness in group and individual interactions.

Utilised alongside guidance, MBTI gives the guidance practitioner a good starting point from which to explore ideas from the profile with the client. They can agree action points to aid development for desired career paths. Whether it is developing abilities, skills, or confidence this will assert the client to develop and progress for employability.

The practitioner could use the profile to reflect points to the client whilst they tell their ‘story’. They could reflect strengths and agree ‘reasoning’ and ‘meaning’ with the client. The practitioner could highlight alternative approaches for desired learning and achievements in-line with those reflected in the client profile, this would aid the practitioner in the evaluation the profile accuracy.

......guidance at the fore-front of facilitating clients through modern approaches ‘narrative’ whilst reflecting on traditional theory, arguably reflecting on contemporary theories also such as ‘constructivism’ how individual defines and perceives ‘self’ and relate to others at a personal and social level, how they interact and are influences in various systems and create their own
opportunities – happenstance!

Happenstance… creating your own work opportunity in the labour market!

On reflection at placement at Stirling University I realised that some of modern theories are in practice for soon to be graduates. Through the employability team, projects have been launched to generate labour opportunities for graduates, not just for work placements, but knowledge sharing on all aspects of employment, from preferred styles of CV, to skill requirements and labour market intelligence.

Both graduates and employers come together at a forum hosted by the university to facilitate networking. Graduates meet potential employers to identify with those best suited to there skills and experience, sell themselves and create there own chance opportunity in the market place.

The university staff familiarise themselves with local employers and note graduate requirements, future vision of business and adapt programs accordingly to develop study options to develop such skills. They will generate projects and internments to facilitate students in progressing work knowledge and awareness of enterprise activities to further enhance the Stirling University Student Profile! Networking at the heart of happenstance - Luck being on accident!

Community or Network?

On holiday in the highlands I had time to reflect on community...Still a great sense of community and trust in the west coast villages in the highlands! I asked my partner if he thought community was still alive and his response was, of course! He said - individuals choose which community they wish to belong to. He said - what do you mean by community, there is different perspectives. Community needs trust and community comes about due to a common need or purpose – quite rightly in the highlands in remote village’s people come together, supporting and assisting each other!

On our first night we had no electricity and approached a neighbour for advice, on arrival another neighbour came around also advising there was no electric - there everyone was communicating about the situation, the essence of Community!

My view is community is like a team, working towards the common goal or purpose, like community education and partnerships or networks driving change for development in society and individual progression. Professions interact in different communities, at work, and forums, where people come together to share knowledge for creative practice, to provide generic services to clients through a community approach, or network.

Online we have networks of different communities, technologies bringing people together with a common interest or purpose, whether entertainment, social, educational or professional. Technology has enhanced networking and driven an online social community, creating a knowledge sharing culture, enhancing awareness and life-long learning....... e-reflection of guidance practice, innovation and new ways of working is an initiative being driven by the Scottish Government. Bringing together the guidance profession through technology, blogging for future best practice, adding a SHEEN to guidance, community education, career planning and economic development!......... see www.heacademy.ac.uk/sheen

Stirling University, theories of guidance

Theories are very much used and reflected upon in the Career Development Centre. Their approach to guidance based on the principal of ‘DOTS’. Although more ‘SODiT’ starting with self-awareness!

The team also considering online assessment for their student’s, are considering the benefits of the assessment and what theories apply in understanding the basis of analysis and profiles generated.

Constructivism, both social and personal constructs being captured and learning theories and styles. How the individual perceives experience and interacts with others is also a facet of the assignment – thus reflecting on social cognitive and possibly the sociological concept of community interaction theories or structures. There is also a logical principal and a measurement of how perceptive individuals are, how we see and relate to the world around us..........I can see some benefit in using the information as a basis for discussion, however still feel good interview technique could generate this also!

Narrative is also used but through talking mats! Helping the individual tell their story through visual prompts, organising pictures to give meaning and importance to individual motive.

The Strategy of Success; People, Community, Society, Economic Development!

I don’t agree with all the comments made in today’s lecture by Dr. Maxims, I believe that he is passionate about driving change in the way guidance is delivered and how guidance practitioners interact with society....however, I do believe that change is resulting in the community and that the Scottish Government has their Agenda to drive innovation and creativity in the way career education and guidance is delivered to drive economic development.

Change in the community will be the result of good work of professions to develop strategies for inclusion, and already I have seen job roles for community projects, with statements in job specs for new ways of working, creativity and innovation in the delivery, monitoring and development of programs for employability and progression.

I agree that some members within society will have difficulty in sourcing opportunities, however with partnership working with; schools, colleges, universities, employers, guidance practitioners, development opportunities will result from improved education, e.g. relevant education for work and personal skills development, progression frameworks which allow people to develop at their own personal pace, and regeneration projects where community interaction results, thus improving community networking, generating opportunities for people to gain work skills, raising ‘self awareness’ of work and careers, which community members can identify with, involving all member of society giving them a common goal and purpose. Special needs schools are also involved in community activity, this increasing chance opportunities for disadvantaged people for progression. Or as Remploy put it assisting people meeting capabilities.

We have all heard ‘stories’ about extraordinary people who have achieved great things, people who have been disadvantaged in some way or who face a barrier, with great attitude and motivation can achieve and progress and also participate in economic development.

People shape society not society shaping people – People first; people are the government introducing strategies, people are senior managers setting plans and goals, shriving to achieve the company vision, interacting with communities in the competitive market, people are the practitioners who give guidance, listen, counsel and help others understand ‘self’ and gain ‘self-belief’. People interact in community activity, who they interact with - influences, educates and inspires... people drive the economy.

Things are changing in line with the government agenda for future Skills for Scotland, yes there is a structure but without a structure, a vision, we would have individuals working to their own agenda, no consistency, no common goal. Someone, no matter what situation has to take a lead. (so who is the expert?) The Scottish government have a vision for improved education, training and employment, through social inclusion, regeneration, developing Scottish citizens and a nation of confident individuals, effective contributors and responsible citizens, they are setting the agenda for investing in our economy for competitiveness in the global marketplace............in essence united we stand, I guess then a strong community approach! How this is achieved is by setting goals, plans and strategies which we work towards, we are recognised through employment by appraisal and personal develop plans. People who are recognised are motivated and have higher self-esteem to achieve and progress. The more we invest in people the better we perform and progress, we then generate wealth in the economy for financial rewards, generating wealth through recognition and regeneration, investing in people. In my view - People First!

.................I guess this means I am humanist; person centred valuing the community approach to career education and guidance with a positive structure or agenda!

Creative Writing ‘creating the me I want to be’

...I was reading an article written by Viki Wilson in psychologies magazine and it hit me between the eyes, narrative! There was a story about a lady having been made redundant and how at her leaving drink her manager was describing her as someone she barely knew! She had lost her self-awareness, her self-identity; a mother, hard-working colleague, wife. Now at a transition point in life she decided to re-invent herself, find herself again, her values, interests. The article discusses - The art of re-invention; much more than skin deep, or a new wardrobe, but an essential life skill! The focus is on defining your brand or core values, your fingerprint, working out who you are in relation to the rest of the world. It then occurred to me, that in reflection this was about personal constructs and how we exist in our world (existentialism). ‘Once the brand is established, it becomes easier to see what action you might take whether re-discovering an old passion or moving to the other side of the world to take up a new career’ (Vicki Watson). The article continues to describe the rules of re-invention; create a clear brand, have a story, know your product, know your audience; how this is achieved is through narrative, creative writing, listing and reflecting to aid decision making > try it out!

Create a brand

1. Dividing a piece of paper up into sections; work, family, health, spirituality, creativity, love, friends
2. Write as many words down in each section in 1 minute which describes how you see yourself in relation to those categories
3. Think about the words which make you feel proud, frustrated, surprised
4. Select 4 or 5 that you would most like to define you

Define your story

1. Create a timeline listing significant choices, choose 2 and decide if you were in control of making the decision and what was the impact, positive or negative
2. What would have been the outcome if you had made a different choice
3. Describe the self you left behind
4. How do you feel about that self; relieved that you are not that person or do you envy the person you could have been
5. Think about a current decision you are considering
6. Try mapping out different futures based on consequences of different choices; thus constructing a narrative!

Know your product, psychologist Timothy Butler suggests we now consider achievements as they are a measure of what we contribute to the world and what we value in ourselves, achievement is the product we sell.

1. Over the last twelve months what have you done that made you feel strongly, ‘really done something’
2. Imagine 1 year forward at the end of the next twelve months, what would make you feel you had done real work and made a genuine contribution

Know your audience, understanding the impact other people have on the decisions we make. Timothy Butler calls them stakeholders, you are never alone in a room when making a decision

1. Make a list of stakeholders in the decision you are facing
2. What is the tone you hear when they speak to you
3. For each stakeholder, what was their life dream
4. How did they realise it, or did they fail to achieve it
5. How do they see your strengths and weaknesses
6. What do you sense is important for them that they’ve never admitted

. . . It is important that we take responsibility for our own decision making in-line with our core values, awareness and beliefs, our self-identity and goals.

Making sense between traditional theories and post-modern

... I believe that traditional theories tried to make sense of how each individual reached a decision and what influenced decision making, understanding development in people’s lives including career choice, everyone is different, with different interests and values. Depending on what you achieved or how you developed, depended on opportunities in your social structural environment and your learning experiences. This was more prominent in years gone by, when people stayed in their family circle and took up education and jobs in the local community.

As time has changed as has jobs and opportunities due to technology and globalisation, so have individual’s goals, belief’s and challenge’s. Greater demand for counselling has been sought, to aid individuals with life change and choice. Narrative helps counsellors understand where people come from and enable both counsellor and client construct events to make sense of their world! Post-modern theories in essence is concerned with how to assist clients, how to be analytical and non-directive to aid clients to become self-aware and gain self-belief, to achieve goals and progress through life stages and career development.

Approaches to Counselling

Existential psychology relating to meaning and being considers how a person creates their space and perceptions in the world around them. People understand their world by their experiences within it and construct their values and interests in accordance to life experience and social interactions, (Constructivism). George Kelly believed that Individuals construct and re-construct personality as they develop over time in accordance with how they perceive outcomes in the world which they exist. Arguably it could be said that people are shaped by their social environment; existential theorists believe that ‘individuals world is constructed by past present and future’. Freud is concerned with psychoanalytic approach and believes to understand an adult personality you require knowledge of childhood experience and parental relationships (constructing the past). Children will express themselves in different ways and exercise behaviours, to satisfy a desired outcome or need; developing self in relation to outcomes, and responses from others in the social environment. Personality is the individual’s way of experimenting with their world; outcomes will drive motives, behaviours and actions.

It is the role of the counsellor to understand the client, their world and sense of meaning. The counsellor puts the client first and foremost, (person-centred approach) developing rapport with the client through listening, understanding and engaging in their world, having a positive regard for the client to develop trust. The counsellor will summarise the clients ‘story’ (narrative approach), reflecting back to the client, to appreciate the client’s reasoning. The counsellor will develop an awareness of personality, motives, seeing the client as the whole person with consideration to past present and future. The counselling approach therefore taking account of the individual, their personality, values and development from childhood, understanding patterns of behaviour, motives in decision making. The counsellor utilises concepts from all theories and models to adhere to individual needs and differences which has been shaped by the pace of change in society, the world in which we exist.

... ‘Counselling is designed to help clients to understand and clarify their views of their life-space, to learn to reach their self determined goals, through meaningful, well-informed choices and through resolution of problems or emotional or interpersonal nature’ (Burks and Stefflre 1979).

Thoughts on Theories of Guidance

From review of each of the theories no one theory fits effective career guidance; however all have relevance to good practice counselling. Person-centred approach is driven by the client, counsellors listen and empathise to understand client’s beliefs and perspectives in the world which they exist (existential approach). They adopt strategies for empowerment coaching clients for change, reflecting behaviours and modelling frames for self awareness, (Krumboltz).

Holland’s person-environment fit reflects Roberts Structural theory where clients are influence by socio-economic opportunities in the labour market, and Law’s Social influence theory, influencing factors such as parents, education and the media. People identify with organisations and industries in relation to their abilities and interests (Holland) which also fit their values. People are empowered by rewards and opportunities which relates to Minnesota and Schneider Models. People choice careers with organisations who provide attractive opportunities and benefits packages whom wish to progress and be recognised for achievement.

Career choice is influenced by personal circumstance and disposition, family influences and educational achievements. Gottfredson discusses how Super’s self concept and occupational preference begins early in life and represents a development process, reflecting on experiences and opportunities to allow concept of self. Bandura 1977 suggests; people acquire beliefs about themselves and work through learning experiences and observations.

Good counsellors and guidance advisor’s will explore all facets of individual motives, considering the whole person, however, firstly establishing their client requirement by considering questioning technique to relax the client, ‘build a relationship; enabling clients’ self understanding; exploring new perspectives; forming strategies and plans’ (Kidd, J 2006).

All theories could arguably be a best fit for ‘DOTS’ good guidance enabling client to identify Self awareness, Opportunities, Decision making skills to progress in Transitions to new career or educational program.

Careers Scotland practice professional guidance interviewing in relation to ‘Nottingham and Trent Model, which also reflects the ‘DOTS’ analysis process; building rapport, diagnosing need, reflecting on career stage, self awareness, opportunity awareness, reflecting on client stage in career planning to agree next steps, identify targets, agree action plan for successful transitions.

The Crisis of Confidence in Professional Knowledge (Schon 1983)

‘In sum, when leading professionals write or speak about their own crisis of confidence, they tend to focus on the mismatch of traditional patterns of practice and knowledge for features of the practice situation – complexity, uncertainty, instability, uniqueness and value conflict in which they are becoming increasing aware’ (Schon 1983). This is not only the result of technology which shapes occupations and environments, but also developmental change in the world in which we live.

Traditional knowledge and skills whilst beneficial to the developing world, vital is flexibility in attitude towards work, applying qualities such as adaptability, creativity, decisiveness and willingness for lifelong learning. Technologies have seen the introduction of new occupations requiring new skill sets whilst de-skilling and down-sizing in traditional manual skills. Also, growth in industry, expanding capacity, effectiveness, quality and productivity meeting demands of the marketplace and globalisation.

In terms of crisis in confidence, it would appear that due to rapid growth, tradition skills are becoming insufficient to meet the requirements of occupational change driven my technology and other impacting factors. Globalisation, restructuring of the labour market, new industries, environmental concerns, labour movement, and consequently, new laws, ethical codes, policies and information management which has resulted in more pressures, skills, knowledge, education, illness, stress, absence and demand on professions.

In response to this crisis the Scottish government has, as part of its agenda ’Skills for Scotland’ key strategies, to enhance confidence in its citizens. Careers Scotland, involved in projects to develop learning opportunities to build confidence in our young people, integrating educational frameworks within society as a whole. Careers education is also key in the curriculum for excellence, to make learning more relevant, enhancing practical experience through developing learning materials which engage young people with a variety of activities and occupations. The role of teacher therefore is in transition developing new techniques and learning initiatives, continuous professional development at the fore of the profession, to equip young people to handle change and respond to demands of market forces. In the short term, educational programs require to be more accessible, affordable and flexible in delivery, developed to meet industry knowledge and skill requirements, reflecting personal abilities to adapt to changing environments. Program development, change and introductions should be driven by a strategy of partnership working, commitment to skill development, growth in the marketplace.

CTP theories for clients

(Love your blog profile - and photo!)
It's interesting what you say about the transferable skills your clients at Career Transitions have. I can well believe the discipline of life in the Forces makes (or attracts in the first place?) people who are good team players and very committed to their work. I wonder what career theories they use most at Career Transitions, and how different or similar their approach is to work with civilian clients?

Janice

Placement Thoughts

Currently on placement with Career Transitions Partnership, Rosyth Naval Base where services are provided to support Military Personnel who are planning to leave the forces. Training is offered for career choice and employability skills to aid smooth transitions to civilian life - should you know of any business who would be interested in recruiting military personnel please leave details. All ranks have valuable skills to offer e.g. flexibility, conscientious and committed, team player, good decision makers, time management and interpersonal skills